Efficacy of Music Education on Students’ Social, Emotional, and Kinesthetic Intelligence

This study examined the efficacy of music education on the social, emotional, and kinesthetic intelligences of high school students at Sibugon Integrated School, Lopez Jaena, Misamis Occidental, during the academic year 2024–2025. Using a descriptive-correlational research design, the study involved 109 randomly selected students who were exposed to a structured Music, Arts, Physical Education, and Health program. Data were gathered through a researcher-made questionnaire consisting of two parts: students’ perceptions of music education effectiveness and their self-reported levels of social, emotional, and kinesthetic intelligences, rated using a five-point Likert scale. Descriptive statistics, including weighted mean and standard deviation, were used to determine levels of effectiveness and intelligence, while the Pearson product-moment correlation coefficient was employed to test the relationship between variables. Findings revealed that music education was perceived as highly effective, and students demonstrated very high social intelligence and high levels of emotional and kinesthetic intelligences. Moreover, results showed a significant positive relationship between the effectiveness of music education and students’ social, emotional, and kinesthetic intelligences, leading to the rejection of the null hypothesis. The study concludes that music education plays a significant role in fostering students’ holistic development by enhancing interpersonal skills, emotional regulation, and active learning through movement. These findings highlight the value of strengthening music education programs to support students’ overall growth and learning experiences.