Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 44 no. 2 (2025)

Assessing the Role of Rhythmic Adaptations in Enhancing Engagement and Performance in Daily Living Skills for Learners with Disabilities: Basis for Instructional Plan

Hazel Salonga

Discipline: Education

 

Abstract:

The study aimed to assess the role of rhythmic adaptations in enhancing engagement and performance in daily living skills for learners with disabilities in selected public elementary schools in Bulacan during the school year 2024-2025 basis for an instructional plan. The respondents of the study are the teachers in selected public elementary schools in Bulacan. The researcher purposes thirty (30) teachers. The respondents assessed the level of engagement of learners with disabilities in daily living skills before and after the utilization of rhythmic adaptations in terms of participation rate, attention levels, task enthusiasm, and peer interaction; and the level of performance of learners with disabilities in daily living skills before and after the utilization of rhythmic adaptations in terms of skill acquisition, task completion rate, time on task, and self-regulation. The findings revealed that the most popular rhythmic modifications used by teachers to promote engagement and performance in daily living skills for students with disabilities are beat clocks, body percussion, movement exercises, and interactive games with rhythmic features. Also, learners with disabilities are highly engaged with rhythmic adjustments in terms of participation rate, attention levels, task enthusiasm, and peer interaction in daily living skills. Moreso, learners with impairments demonstrate noteworthy differences in participation rate, attention levels, task enthusiasm, and peer interaction when comparing their performance in daily living skills before and after the implementation of rhythmic adjustments. Further, students with impairments demonstrate remarkable improvement in skill acquisition, task completion rate, time on task, and selfregulation following the implementation of rhythmic adjustments. Furthermore, students with impairments demonstrate notably different levels of skill acquisition, task completion rate, time on task, and self-regulation in daily living tasks before and after using rhythmic adaptations. A significant correlation exists between the level of engagement and the performance of learners with disabilities in daily living skills when rhythmic adaptations are implemented. As an outcome of the findings and the conclusions, the following recommendations were enumerated: Teachers may incorporate music, clapping, tapping, or rhythmic movements into teaching strategies to make learning engaging and facilitate skill acquisition. Students may engage enthusiastically in rhythmic activities during lessons to benefit fully from their developmental and motivational advantages. School administrators may invest in musical instruments, multimedia tools, and dedicated spaces to facilitate rhythmic adaptation activities within the school environment



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