Title; The Effects of Having Theater Arts Subject in Grade 9 students of

San Roque Parochial School

Authors; Group 4 Researchers

Degree; Junior High School Students

School; San Roque Parochial School

Adviser; Ms. Christine Mae T. Lavado

Date; March 2019

Abstract

This study was focused on the effects of having Theater Arts Subject in Grade 9 students
of San Roque Parochial School. It sought to attain the following objectives. The
advantages of having theater arts subject and the problems encountered without having
theater arts subject ;The respondents of this study consist of twenty two (22) boys and
twenty three (23) girls of Grade 9 students who answered the questionnaire that the
researchers prepared as the basis for identifying the effects in terms of Theater Arts
Subject. After the analysis of the result, problems encountered by San Roque Parochial
School Grade 9 students in theater arts are being nervous in different activities. Data were
gathered, analyzed and interpreted with the used of weighted formula. The result
weighted means of revealed that there are some problems that they encountered in terms
of participation, communications and self-confidences in different activities.
 Dedication

This research study is sincerely dedicated to our loving and caring parents. Also to our
friends who always stay by our side to support us all throughout we have never
done this without their support, help, encouragement, and guidance.
Above all we dedicated this to Almighty God who gives us
Strength and hope in doing this research,
Thank you so much.
 Acknowledgement

The researchers would like to express their deepest appreciation to the following persons
who made significant contributions for the accomplishment of this research study.
To Almighty God for physical strength, spiritual, guidance in everything.
Ms. Christine Mae Lavado- research adviser for her guidance and encourage
whenever the researchers sought an advice for better result and advice to this study.
Panelist, committee of oral defense for giving suggestion and advice for the
improvement of the research study.
Researcher’s family, for their love and support through the hardships with the
study.
Grade 9 students of San Roque Parochial school the respondents for their time and
cooperation for answering the questionnaire of the researcher’s data.
Friends, for their love and support, opinions and information regarding with this
study.
 CHAPTER I
INTRODUCTION
The performing arts or so as called theatre arts is design to enhance the performance and
provides a creative escape for children; it’s a way of introducing them to the imaginative
or an imagination world of theater music and dance. At an early age theater arts can open
their talent that they didn’t found yet and it provides fond memories that children will
cherish for a lifetime until they went to adultery.
Theater arts is not only for children but also important to all of us that’s why schools
must have a subject that can help children in their talents in the first place for the students
exposure to the performing arts and their intellectual and social development. According
to our research theater arts provides a good exposure of body and developing their skills
of having own intellectual mind thinking in a creative way .Also it provides improvement
of young child to control their emotions and body lack.
Theatre is the branch or a combination of different performances, concerned with acting
out stories in front of an audience, using a combination of speech, gesture, music, dance,
sound and spectacle. Anyone can perform these theater arts elements to perform beauty
and to deliver the message for the audience that who will be watching or who will
support you to act and to be proud.
Theatre also takes such forms of stage plays, musicals, opera, ballet, illusion, mime,
classical Indian dance, kabuki, mummers plays, improvisational theatre, stand – up
comedy, pantomime, and non – conventional or contemporary forms like postmodern
theatre, post dramatic theatre or performance art.it depends on what you will be acting
and what will you be doing to introduce your own talent to show what you were telling or
a story you were acting.
Theater arts is a way to show fun and happiness for a children to act how you were
feeling inside to provide the greatness of fashion to your acting and to see how proud
you can be without being shy finding what you really are showing what you really want
to do or what is the act that you really want to show creating a bridge to find other people
to learn what communication is really all about to know other people to introduce
yourself with confidence in your heart theater arts can help young children to learn and
see their ways of acting and communicating in front of the audiences.
BACKGROUND OF THE STUDY
Theatre probably is a kind of ritual activities. The researchers goal for making this
thesis of the effects of having theater arts subject is to know what the negative and
positive effects on the student by having a subject that can help them find their own talent
while they are still young and to understand how can it help for their futures success and
memories if they are in adultery or if they have children’s of their own and also how can
it help them to help others in their experiences while having theater arts subject.
DEFINATION OF TERMS
To help the readers achieve a common interpretation of the following words, the terms
are hereby defined.
ACARA- acronym for Australian Curriculum, Assessment and Reporting Authority
Behaviour- an advantage or profit gained from something
Comprehensive- complete, including all or nearly all elements or aspects of something
Core academic subject- such as the original or primary discovery of the talents
Linguistic habits of or relating to language manner of conducting oneself
Practical arts- the use of the body parts and voice
Performing arts- constitution of an art (as drama) that involves public performance
Research the collecting of information

STATEMENT OF THE PROBLEM

This study will evaluate the effects of having theater arts class to the given
performance of the Grade 9 students
The study sought to answer the following questions
1. What are the positive effects of theater class activities to the performance of the
grade 9 Students of SRPS?

2. What are the benefits of having theater arts subject?

3. What are the problems encountered by the students without theater art class?
SIGNIFICANCE OF THE STUDY
This study will be beneficial to the following persons

Teachers
Encourage students to conquer their fears to perform and show their talents while
performing in front of a large audience.

Parents
Support their children to perform in school so they will have an inspiration.

Students
To learn the positive effects of having theater arts class and how it can enhance their
level of performance by using the experiences they gained from it.

Future researchers
The study will serve as a reservoir of information that can be used as a reference for their
future research.

DEFINITION OF TERMS
To help all the readers achieve a common interpretation or idea about the concepts
used in the study, the following terms are hereby defined:
Audience – is someone who watches a person’s talent and judges them for doing
something.

Courage – is to give someone a selves steam and self-believers for a person to do

something.

Enhance – is something that can help to provide and learn their lack of selves’ movement
for doing something.
Fears – is to give someone a negative thought and to stop a person for doing something.

Incentives - is something that encourages a person to do something.

Inspirations – is something that gives courage to a person to inspire their selves and
conquer while doing something.

Motivate - is to give someone a reason for doing something.

Performance – is something that a person will show in front of anyone while doing
something.
Talents – is something that a person needs for the audience to judge their performances
while doing something.

Theater Arts – is something that can help a person to conquer their fearness and provide
other talents for doing something.
Conceptual Paradigm

Figure 1: The Research Paradigm

Base on this research, the researchers and the readers will know the value of
Theater Arts class. The figure shows the conceptual paradigm of the study. The input
contains the advantages and problems encounter while having Theater Arts class. The
process contains the process done by the researchers; planning and preparation of
questioner, validation, data gathering and tallying and computation. The output contains
the recommendation based on the result on the process done by the researchers.

SCOPE AND LIMITATION OF THE STUDY

This study focuses on the effects of having theater arts subject on grade-9 student in
San Roque Parochial School 2018 – 2019. The total number of the respondents of this
study is forty-five (45), twenty-two (22) Male and twenty-three (23) Female. They were
all selected randomly. The researchers used the quantitative survey method. Survey
questionnaire is the main instrument used in gathering the necessary data for this study.
 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDY

This chapter presents the reviews of various literature and studies. A set of related
literatures and studies are laid down on this chapter to support the concept of this study
and to make this more comprehensive.

RELATED LITERATURE
Northern territory school have a long history of the involvement of the arts in school but
there as limited evidence regarding the impact of arts in schools programs or arts based
teaching approaches on student’s engagement, language development, literacy and
numeracy and other school learning outcomes (2011).
The high proportion of very small schools in remote areas has meant that most schools do
not have teachers with an arts background or training in arts education. For this reason
there has been growing trend for NT schools to engage visiting artists to conduct arts
activities in schools .These are generally run as adjunct to the school curriculum with
little involvement of the schools teaching staff or links being made with other areas of
the school curriculum. Anecdotal reports suggest that such initiatives can improve
student engagement and involvement in the arts activities. However the short duration of
these activities usually means that the reported benefits are rarely lasting.
More sustained arts in school programs involving partnerships between schools amd local
art centers, musicians and either artists have been developed in some NT communities.
While the evidence of the educational and other benefits of such programs is largely
anecdotal, more systematic arts in schools programs with defined methodologies
designed to integrate with the broader school curriculum, and aim to impact arts and
education practice skills to teachers within the participating schools have become
available in recent years.
The delivery of such programs is often evaluated as a requirement of funding but few of
these evaluations have included formal assessment of their immediate or longer-term
impact on student educational outcomes and few have been reported in the published
literature.
It is now generally accepted that there are significant benefits of arts learning and
engagement in schooling. The arts have been shown to create environments and
conditions that result in improved academic, social andbehavior outcomes for student ,
from early childhood through the early and later years of schooling.

RELATED STUDIES
In a study by Elver, M. and Wilkerson, M. (2015), findings said that students who
participate in the performing arts gain invaluable life skills that cannot be learned through
current core academia. If students receive opportunities to experience live performances,
learn from teaching artists who visit their classrooms and participate in arts classes
outside of school, these young people can attain outstanding personal growth that they
may never gain otherwise. There is no single most effective means of immersing students
in the performing arts; any positive experience can instill a passion that will last a
lifetime. Unlike areas of study such as the sciences, research in the arts cannot be
analyzed very much in terms of quantifiable data. Performing arts research is based much
more heavily on quality. Although plenty of current research suggests that exposure to
the performing arts does benefit young people, much of those studies do not follow an
ideal scientific method. That is, many studies do not have a randomly selected control
group, experimental group and an isolated arts participation variable. Often, studies
indicate that student arts participants do gain certain literary or social skills. However, it
becomes difficult to attribute this personal growth directly to performing arts exposure
when, for example, the only group of subjects in a study receives the arts participation
variable, and there is no non-arts-participating group of subjects with which to compare
this experimental group. These studies do not prove that it was undoubtedly the students’
immersion in the performing arts that filled a certain void in their personal development.
In addition, arts researchers must distinguish between correlation and causation.
Correlation is a relationship between two variables that is more coincidental than
anything; one variable does not necessarily trigger a specific result. For example,
research has demonstrated that babies whose parents play Mozart in the house before
their birth tend to perform better academically than babies whose parents do not play
Mozart. This perceived relationship was initially called the Mozart Effect. However,
other factors influence these academically gifted babies: Many of these Mozart-playing
parents are in the upper-middle class income bracket or higher. Thus, it is unclear
whether or not playing Mozart directly initiates brain development in the unborn child. It
can only be said that there is a correlation in this situation: Babies who happen to live in
Mozart-playing households tend to perform well academically, but it is not entirely
certain if Mozart was the sole cause of their school success. On the other hand, if there
was undeniable evidence that Mozart stimulated the babies’ brains in ways that no other
music could—if the Mozart variable was somehow isolated and free from the influence
of other factors such as family income—then perhaps there would be causation: Playing
Mozart for a baby in the womb may cause advanced intellectual development for the
baby. Thus, researchers who want to prove that the performing arts benefits children’s
intellectual and social development must isolate the performing arts variable in order to
demonstrate causation rather than correlation. Often, arts advocates present policy makers
with research from studies that do not follow the ideal experimental procedure. In
response, policy makers may refuse to accommodate arts advocates’ wishes because there
is no concrete evidence that exposure to the performing arts is the sole variable that
triggers otherwise unattained personal growth in young people. In order to convince
policy makers to implement more arts education and performing arts activities as part of
schools’ academic curricula, arts advocates must present research that follows the ideal
experimental method complete with a randomly selected control group, experimental
group and isolated performing arts exposure variable. Compared to the large number of
current arts studies that do not follow this method, only a few studies exist today that fit
this scientific standard. This lack of current studies means that arts researchers must
conduct more studies that follow the ideal experimental procedure and prove without a
doubt that performing arts education initiates invaluable literary and personal growth in
children that they would otherwise not develop. By providing such concrete evidence for
the invaluable benefits of performing arts exposure, arts advocates will more likely
change policy, and the performing arts will transform generations of young people for
years to come.
Frank Doran (Member of Parliament) strongly support the role dance can play in
education arguing for the popularity of dance as an art form among young people,
especially for girls. Effective provision of dance as an art form among young people,
especially for girls. Effective provision of dance in school could encourage women to
exercise for their whole lives (Doran 2011). Similarly, Sir Ken Robinson urged schools to
devote equal time to dance and months arguing that it is important for children to learn to
use their body all day long. And ... how we relate to ourselves physically is of
fundamental importance o our sense of self ‘’ (Robinson 2014).
A 2011 study called ‘’Reinvesting in arts education” found that integrating arts with other
subjects can help raise achievements levels. Arts education may not just help raise test
scores, but also the learning process itself, as a recent study revealed. This report on the
Maryland school system found that skills learned in the visual arts could help improve
reading and the counterparts fostered in playing an instrument could be applied to math.
Research and school officials believe that arts education can be a valuable education can
be a valuable education reform tool, and classroom integration of creative opportunities
could be key to motivating students and improving standardized test scores. Taking it a
step further, online colleges in Maryland for example are creating post-secondary
education opportunities for students in the state.
A joint study by the University of Sydney's Faculty of Education and Social Work and
the Australian Council for the Arts has found that engagement in the arts benefits
students not just in the classroom, but also in life. Students who are involved in the arts
have higher school motivation, engagement in class, self-esteem, and life satisfaction,
researchers discovered. The results, published in the latest issue of the prestigious Journal
of Educational Psychology, found students who participate in dance, drama, music, and
visual arts showed more positive academic and personal wellbeing outcomes than
students who were not as involved in the arts.
The comprehensive study, titled "The Role of Arts Participation in Students' Academic
and Non-Academic Outcomes: A Longitudinal Study of School, Home and Community
Factors," examined 643 primary and high school students from 15 Australian schools,
tracking their academic and personal wellbeing outcomes over two years. Academic
outcomes included motivation, homework completion, class participation, enjoyment of
school, and educational aspirations, while personal wellbeing measures considered such
factors as self-esteem, life satisfaction, and a sense of meaning or purpose. Some of the
strongest effects were found for students who spent high amounts of quality time in
creative and performing arts subjects at school. Positive effects also resulted from home
influences, such as how often parents and their children talked about and participated in
the arts. Active participation, more than simply being an observer or audience member,
also yielded stronger positive effects on school and personal wellbeing outcomes in the
study. According to lead author, Professor Andrew Martin: "The study shows that school
participation in the arts can have positive effects on diverse aspects of students' lives.
"Whereas most previous research has been small-scale or focused on students' enjoyment
in specific arts subjects, such as music, dance, drama, and visual arts, our research was
large-scale and assessed outcomes beyond the arts domain," he said.
"It shows that the arts can impact broader academic and personal wellbeing outcomes for
young people."
At a time when different subject areas must compete for space in the school curriculum,
the study's findings also emphasise the importance of the arts in the school curriculum,
according to Associate Professor Michael Anderson, one of the study's co-authors.
"This study provides new and compelling evidence that the arts should be central to
schooling and not left on the fringes," he said.
The results raise significant policy implications for how arts-based learning is integrated
into the school curriculum, says Australia Council Acting Director Community
Partnerships, Dr David Sudmalis.
"Not only does this study demonstrate that the arts help deliver positive outcomes in
engagement and motivation for students outside of the arts domain, it also shows that
high quality, participatory arts education has the greatest impact," Dr Sudmalis said.
"These important findings show the significance of partnerships between the arts and
education sectors, where artists and teachers work together to develop students' expertise
in and through the arts."
The analysis was funded by the Australian Research Council, in partnership with the
Australia Council for the Arts.
The study team, led by Professor Andrew Martin, included Associate Professor Michael
Anderson, Dr Robyn Gibson, and Ms Maryanne Mansour, all from the University of
Sydney, as well as Dr David Sudmalis from the Australia Council of the Arts.

A study in 2012 reported that children who learn how to work individually through
Performing Arts, refining their performance skills, tend to perform better across the board
and can enjoy better academic performance. It is widely recognised, for example, that
reading and performing music is linked to mathematics, through counting, pace and
rhythmical patterns. A recent study in the US found that students who participate in
Performing Arts programmes are more likely to study highly academic subjects such as
advanced mathematics, and to go on to further and higher education. Whether or not
children decide to go on to pursue Performing Arts professionally, participating in drama
and music lessons and activities can help them to develop life skills that are a growing
necessity in the modern workplace. This is because Performing Arts inspire creativity, an
increasingly valued skill in most workplaces. They require cooperation and collaboration
as children work together, for example, as part of the cast of a play, a choir or other
musical ensemble. This leads to better teamwork and communication skills which are
essential requirements for many different jobs and professions. Children can go on to
become stronger team leaders thanks to the strong sense of individuality and self
confidence that they develop through participation in Performing Arts.
 CHAPTER III
RESEARCH METHODOLOGY

This chapter contains the research procedure and methodology use to conduct this study.
It consist of the research design, research locate, sample and sampling, research
instrumentation, instrument validation, data gathering procedure as well as statistical
treatment.
Research Design
This study used the descriptive-survey method to distinguish and describe the Theater
Arts as a preparation to students from the Grade 9 of San Roque Parochial School. It is
descriptive in the sense that the gathered data is being analyzed and described.
Research Locale
This study was conducted at San Roque Parochial School, located in Brgy. Ilasan
Tayabas City. This school uses both traditional and modern way of teaching.
Sample and Sampling
This study involved the students from the Grade 9 of San Roque Parochial School in
Ilasan Tayabas City of the S.Y. 2018-2019. The Respondents were composed of Forty-
five (45) students, Twenty-three (23) are females and Twenty-two (22) are males.
Research Instrumentation
The researcher prepared a set of checklist questionnaire to determine the views of the
Grade 9 of San Roque Parochial School on the effects of Theater Arts. This can be
determine based on the indicator questions. The research respondents were ask to put a
check mark on the number which correspond their views and opinions on the given area.
The questions present on the questioner are all related to the study ad are allanswered
accordingly.
Instrument Validation
The questioner made by the researcher, was first presented to the thesis adviser for
checking approval as well as the proper guidance and suggestions for face validation. The
questionnaire must be verified and validated to ensure that the survey tool was reliable.
Data Gathering Procedure
The researcher asked the permission of the principal of San Roque Parochial School and
the respondents in order to the study. After giving the letter of consent, and approval
from the principal, the actual data gathering procedure was then administrated.
The questionnaire was distributed among the Grade 9 after an explanation of the
researchers about the purpose and objectives of the study. The effects of Theatre Arts
gathered data will be analysed and interpret in order to formulate the conclusion and
recommendations of the study.
Statistical Treatment
In order to distinguish the effects of Theater Arts on the productivity of students the
researchers included this formula.
1. Weight Mean is use to describe the answer for the statement of the problem number 1
and 2.
Where: f = frequency
f= (4f+3f+2f+f)/N

2. The outcome of the survey will interpret using the scale below.
Weighted Point: Range of Weight Mean: Verbal Description:
4 3.25-4.00 (SA) Strongly Agree
3 2.50-3.24 (A) Agree
2 1.75-2.49 (DA) Disagree
1 1.00-1.74 (SDA) Strongly Disagree
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data in the study, their analysis and interpretation in
accordance with the sequence of the specific questions raised in Chapter 1.

Table 1

The total number of respondents

RESPONDENTS FREQUENCY PERCENTAGE

MALES 22 48.89%

FEMALES 23 51.11%

TOTAL 45 100%

Table 1 shows the number of respondents. Twenty- two (22) or 48.89% are males while
twenty-three (23) or 51.11% are females, with a total number of forty-five (45) students.
 Table 2

Advantages of having theater arts subject

By having Theater Arts………. 4 3 2 1

SA A DA SDA WM VD
1. I felt sure of myself while I am 11 25 8 1 3.02 A
performing in front of many people.
2. It helps me to grow and improve my 13 26 3 3 3.08 A
social relations with other people.

3. I get interested into performing arts like 12 22 9 2 2.97 A

singing, dancing, and acting.
4. I don’t get nervous that I will forget the 6 19 18 2 2.64 A
things I reviewed while speaking in class.

5. I feel confident while I perform in front 10 28 5 2 3.02 A

of many people.

6. I think that I can perform as well as other 3 34 5 3 2.82 A

students.

7. I believe that I can boost my self- 15 23 6 1 3.15 A

confidence in performing arts.
8. I’m not nervous because I feel like I am 5 26 13 1 2.77 A
always ready.
9. I feel enthusiastic whenever we have a 16 23 6 0 3.22 A
performance to prepare.
10. I have no fear of performing on stage 7 25 11 2 2.82 A
11. I feel calm when called even without 7 21 13 4 2.68 A
bringing notes.
12. I am relaxed when performing in front 16 19 7 3 3.06 A
of my friends.
13. I improve myself with the help of 24 14 5 2 3.33 SA
theater arts subjects.
14. I face all the challenges of performing 19 20 5 1 3.26 A
with confidence.
15. I enjoy all the experience I get from the 19 14 7 5 3.04 SA
subject.
GENERAL WEIGHTED MEAN 2.99 A
The table 2 shows 2.99 in general weighted mean and it says agree in description
Advantage of having theater arts subject in their class. It also shows that the question
number 13 with the highest weighted means strongly agree (3.33) tells that they improve
their self with the help of theater arts subject. Then the question number 14 with the
second high weighted mean strongly agree (3.26) tells that they can face all the
challenges of performing with confidence with the help of theater arts subject and the
number 4 with lowest weighted mean agree (2.64) tells that they don’t get nervous that
they will forget the things they reviewed while speaking in class. So it all means that
most of them strongly agreed and agreed of having theater art subject in their class
because it helps them improve, face all challenges, conquered their fear and etc.
 Table 3

Without theater arts class…. 4 3 2 1

SA A DA SDA WM VD
1. I feel awkward every time I act, sing and 10 25 10 0 3.0 A
dance.
2. I feel anxious while waiting to speak in 11 32 2 0 3.2 A
front of many people.

3. Certain parts of my body feel very tense 10 22 13 0 2.93 A

and rigid while performing.
4. I am afraid even when I already finished 7 16 17 5 2.55 DA
the performance.
5. I confuse myself and get nervous when I 8 28 9 0 2.97 A
make mistakes while performing.

6. I have trouble coordinating my 12 19 14 10 3.17 A

movements while acting and dancing.

7. I avoid eye to eye contact with the 8 29 5 3 2.93 A

audience because I have lack of self-
confidence.

8. I tremble with the thought of getting 5 23 16 1 2.71 A

called to speak alone in front of many
students.
9. I feel embarrassed while speaking alone 8 29 8 0 3.0 A
in front of my classmates.
10. I feel nervous even when I prepared in 7 21 17 0 2.77 A
advance of a performance.

11. I don’t seem to have a motivation to 3 21 20 1 2.57 A

perform.
12. I panic easily when I have to perform 10 25 9 1 2.97 A
without preparation.
13. I feel nervous when I perform without 14 25 4 2 3.13 A
preparation.
14. I’m afraid that other students will laugh 18 17 9 1 3.15 SA
at me while I am performing.
15. I don’t think I get the gist of performing 14 18 10 3 2.95 A
arts.
GENERAL WEIGHTED MEAN 2.93 A
Problems encountered without theater arts class

The table 3 shows (2.93) general weighted mean and it says agree in description
problems encountered without theater arts subject in their class. It also shows the
question number 5 with the highest weighted means, agree (3.17) tells that without
theater arts class they have trouble coordinating their movements while acting and
dancing. Then the question of number14 with the 2nd highest weighted mean, strongly
agree (3.15) tells that without having theater arts class they are afraid that other students
will laugh at them while performing and the number 4 with the lowest weighted means,
agree(2.55) tells that without having theater arts class they are afraid even when they
already finished the performance it means the student have many problems encountering
while performing when they still didn’t have theater arts class .
 CHAPTER V

SUMMARY, CONCLUSIONS, and RECOMMENDATIONS

In this chapter researchers present the general summary of findings, the

conclusions and the recommendations.

As what on the chapter 1 there are questions that the researchers need to answer

1. What are the advantages of having theater arts subject in grade 9 students of San
Roque Parochial school?

2. What are the problems encountered without having Theater Arts class?

Summary of Findings

The finding of the study has come out, after the collection and interpretation of
the result of the gathered data. The researchers now found the result of the study.

 Demographic Profile

The respondents of this study consist of forty-five grade 9 students, twenty-two males or
48.89% and twenty-three females or 51.11% with the total of 100%.
1. What are the advantages of having theater arts subject in grade 9 students of SRPS?

The respondents were agreeing to the advantages of having theater arts class,
such as improving their self, facing all challenges in different activities in school,
students enhance ability to work and communicate ideas with others and students
improve skills and creative ideas, imagination and etc.

2. What are the problems encountered without theater arts class?

We the researcher found out that there are some problems that a students might
encountered without having theater arts But most of the respondents agree about the
problems such as being nervous in front of their classmates, feeling that they seem don’t
have motive to perform and having trouble of eye contact, etc.

Base on the result of the grade 9 students as the respondent of these studies,
researcher found that there are more problems that a student can experienced without
having this subject but he students who are involved in the theater arts have higher school
motivation, self-steam, life satisfaction and engagement, researchers discovered. Theater
arts play a big role to the student’s performances it may be hard and risky but enjoyable
and unforgettable.
 Conclusions

After the comprehensive investigation in this research, effects of having theater arts
subject, the researcher concludes that:

1. That most of the respondents are agreeing to the advantages of having theater arts
class.

2. That some of them are strongly agreeing in the problems that a student encountered
without theater arts class.

3. That the common problem will encounter is to feel challenge of having nervous
feelings and tense.

4. That the subject is more on practical activities more than written works.
Recommendation

Based on the results of the gathered data, the researchers now offer the following
recommendations.

1. The school administrators should continue in promoting Theater Arts Subject to help
the students enhance their skills and self-confidences.

2. the teachers should encourage those student who are not interested with the activities
to communicate and participate with others so they can get along.

3. The student should look forward for the advantages and positive effects and support
everyone in participating activities regarding with this subject.

4. The future researchers should do deeper research on how theater arts affect the
students.
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Chrissie T, Nela M,David L, Sireita M, & Lucy W.(2014) Participating Performing Arts.
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Andrew M,( et, al) Research shows involvement in the arts has wide-ranging benefits for
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https://phys.org/news/2013-09-involvement-arts-wide-ranging-benefits-young.html

Elver, M. and Wilkerson, M. Products of the Performing Arts: Effects of the Performing
Arts on Children’s Personal Development and How to Use Research to Initiate Policy
Change. Retrieved from
https://spea.indiana.edu/doc/undergraduate/ugrd_thesis2015_bsam_elver.pdf

Emma Homan The Benefits of Performing Arts in School.

Posted on 20 July 2017 . retrieved from
https://www.pentagonplay.co.uk/news-and-info/the-benefits-of-performing-arts-in-school