Utilizing Active Community Singing Interventions as a Coping Mechanism for Students with Emotional Distress

Abstract

This study was conceived with the purpose of helping students improve their academic performance that focuses on the emerging use of music-based interventions such as community singing, music listening, and active music-making interventions to enhance cognitive functions, such as memory, focus, and spatial-temporal reasoning, while reducing stress and anxiety. The study employed case study as its research design. Cases were identified and underwent CHORALE intervention, a school-based approach in helping the students’ inferiority complex and difficulty as regards to their study habits due to their mental health issues for three to four (3-4) weeks. Challenges emerged from some of the students’ inferiority complex and learning difficulty as regards to their study habits due to mental health issues. The researchers came up with action research as innovation in addressing students’ mental health to identify specific emotional struggles like stress or anxiety and improve academic success. Improvements observed on the cases include positive sense of responsibility, collaboration with peers, and improved confidence. This implies the positive impact of CHORALE towards students' mental health. This study is only limited to students of Santisimo Rosario Integrated High School during SY 2024-2025.