Success in the teaching-learning process is always attributed to the productive learning, teachers should see themselves as capable of achieving creativity of the teacher. To be able to achieve effective teaching and the dimensions of good teaching. Classroom teachers shall have balance teaching activities in the classroom. They should also know which skills to teach, what teaching strategies to use, what enrichment activities and learning experiences to provide. Learners vary greatly in terms of learning modes, learning styles and cognitive styles. Integrative teaching is one of the emerging trends in education for the last past years. It focuses on connection rather than teaching isolated facts. For example, a certain different subject may be integrated in teaching another subject, with this, learners will be able to realize that subjects being taught to Graduate School
them are not separated and isolated field of knowledge, but also linked to each other to achieve understanding. Integrative classroom activities involve combining academic subjects around a specific topic. Pupils will learn more when they see how topic connects into different areas of the curriculum. Integrative activities involve consideration on the leaners' individual differences. These include multiple intelligences and learning styles. Therefore, the teacher must present his lesson in various ways to cater each leamer's uniqueness.

This study made use of the descriptive-survey method of research. The researcher disseminated a survey questionnaire among the two groups of respondents. The pupil- respondents were selected through purposive sampling. On the otherhand, all the teachers in each of the three selected schools who are teaching MSEP were selected since they were only nine. The researcher requested and secured permit from the Schools Division Superintendent and to the principals who served as the locale of the study. The questionnaire was distributed and retrieved personally by the researcher. After the retrieval of the survey questionnaire, the responses were tallied, tabulated and encoded for statistical treatment. The statistical tools used were frequency, percentage, weighted mean and the extent. Then, after the statistical treatment, it was followed by analysis and interpretation of data. This study was conducted for The Teaching of MSEP in Selected Schools in Caloocan North III: Basis For a Proposed Integrative Activities. After having gathered the needed data of the study, the following findings were obtained: The status of teaching Music, Arts and PE in terms of curriculum showed different results. The lessons in MSEP were suited to the grade level of the pupils. The skills and competencies in MSEP were also property arranged according to the needs of the pupils. The modules and textbooks were not available. On the instructional materials used by the teacher in teaching MSEP, most of the time, the teacher posted charts for his daily lessons. Visual aids for effective teaching-learning processes were also utilized. Unfortunately, there are only few equipment and materials used in teaching MSEP. When it comes to the strategies used by the teacher respondents in teaching MSEP, the teachers facilitated well in group activities. Teachers do the lecturing process most of the time. The teachers planned the lesson or topic then tried to consider the use of different teaching techniques. There were less integrative activities prepared by the teachers in discussing the lessons. On the pupil respondents' side about the strategies used by the teacher, they always assist the pupils in their group activities. The teachers don't usually use the integrative activity in one teaching process during discussion or group activities. The teachers always a sked the pupils to note or copy what is written on the board or charts.
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In terms of the competencies of the teachers, most of the time, the related experience or knowledge of the teachers helps the teaching-learning process more effective. But teachers are lacking in terms of availability of useful seminars and trainings to enhance their skills. In the administrative support, the interest of the administrators in enhancing the teaching of MSEP is evident sometimes. The process of evaluating MSEP programs were not monitored tightly by the administrators. The administrators were not sensitive in providing equipments, materials and other needs for teaching. Students' performances were assessed using the weighted mean in three grading period and the finding shows positive results. For the problems encountered by the teacher respondents in teaching MSEP, the teachers affirms that most of the group activities cannot be achieved within forty-minutes daily time allotment. The retention of today's lesson cannot be kept in the pupils' minds for the next session. To practice the in-born talent of the pupils, sometimes, the school provides the necessary equipment. Trainings and seminars are available only sometimes. Textbooks in MSEP were not enough to supply the pupils in each school. In the proposed integrative activities to improve teaching MSEP subject, me respondents agreed that integrative activities will enhance the multiple telligence of the pupils. In proper way of choosing topic/lesson from Music, rts and PE, teachers believed that it will cultivate the pupils' talents to be use Gra

in real life situations. The collaborative activity using integration of lessons will encourage the pupils to enjoy the teaching of MSEP. The teachers prove that integrating lessons from MSEP will be enough to maximize the use of the allotted time in teaching MSEP. The result shows that combining lessons from music, arts and PE will be more interesting in teaching MSEP.

In the light of the foregoing findings, the researcher has arrived at the

following conclusion. The status of the curriculum in teaching MSEP in Grade 6 pupils have come up with negative and positive results. Teacher respondents were aware of the lessons they were to teach, the competencies and lessons were arranged and suited to the needs of the pupils. Problems encountered regarding the availability of modules and textbooks for the teachers and pupils to use as guide and references in the learning process. In Cerms of the instructional materials, most of the instruments, materials and equipment used for teaching the lessons were not available. This is why most of the time teachers used charts and pictures to be able to deliver the lessons an artistic manner as they can.

Regarding the strategy used by the teachers in delivering their lesson, ey facilitated the group activities very well and used different techniques in

eparing the lessons but wasn't fully utilized in real teaching. They e not fully aware of the results in using integrative activities which aximizes the daily allotted time in teaching MSEP. Sometimes an UNIVERSITY integration of activities prepared by the teachers in their lessons but instead of delivering it to the pupils, most of the time the teachers are lecturing or they asked the pupils to copy what is written on the chart/board. In terms of the competencies of the teachers, they are effective in teaching MSEP subject due to their related experiences and knowledge in the subject. They are also familiar with the learning competencies that need to be developed in the effectiveness of teaching-learning processes. Teachers are also willing to improve the teaching and learning process but trainings and seminars were not available to enhance their skills. The support from the administrators do not fully focus in MSEP subject. There were no materials or equipments supplied coming from the concerned persons in order to deliver the lesson effectively. The administrators focused their attention in other core subjects which are part of the National Achievement Test. The assessment of the pupils in Music, Arts and PE is positive. They received good grades from their teachers based on the result of the three (3) grading period this year. Some of the pupils received lower grades from first grading period, yet they immediately recovered on the second and third grading period. There were problems that the pupils and teachers encountered in teaching and leaming MSEP subjects. First, lack of textbooks for the pupils and teachers to use as reference. Second, is the retention of the lessons in pupils' minds. Twice or once a week per session, the lesson can be easily be forgotten by the pupils next session. Another problem is that the daily time allotment is not enough to finish the lesson in one session. Availability of equipments and materials in school is another problem. Lastly, there is no available proper trainings and seminars in part of the teachers about MSEP. In terms of the proposed integrative activities in MSEP, All of the results are positively undeniable. Teachers and Pupils agreed that combining lessons from Music, Arts and Physical Education will be more interesting and will encourage the pupils to enjoy learning. It will also maximize the allotted time in MSEP, cultivate the pupils' talents to be used in real life situations and it will enhance the multiple intelligences of the pupils.