Impact of Teacher-Student Mentoring in Learning Dance Among the Selected Grade 12 Students

The study aims to determine the impact of teacher and student mentoring in learning dance among the selected grade 12 students. It aims to identify how interactive approaches such as teacher and student mentoring contribute to the distinction of teaching dance as one of the areas of Physical Education to senior high school students. This research is a quantitative type of research that uses the act of gathering quantifiable data and performing statistical, mathematical, or computational techniques. The said research design used in collecting information from the 60 respondents came from the three (3) Senior High School tracks with the highest population. Simple random sampling was used in gathering the respondents. The respondents will be coming from one of the private schools in Lucena City. The data-gathering process used hard-copy material that was distributed in the chosen school where the research was facilitated. This research will be beneficial to students, teachers, department heads, school heads, the Department of Education, and future researchers. The majority of the participants are female ages 17-18 because the average age of a Grade 12 student is 17-19. HUMMSS, STEM, and ABM are the most populated strand in Grade 12. In table 5 it reveals that in terms of the distribution of respondents according to the impact of teacher-student mentoring in learning dance, among the entire impacts that teacher-student mentoring may contribute, the results revealed that “gaining practical advice, encouragement, support” and “learning from the experiences shared by the teacher mentor” with a weighted mean of 4.18, ranked first with the verbal interpretation “High Impact.” There are different challenges encountered by the students when it comes to the teaching and learning of dance. Those challenges were problems commonly encountered by the students in their dance classes that affected their performances. In table 6 it reveals that in terms of the distribution of respondents according to challenges encountered by grade 12 students in Learning Dance, the statement “I do not have a strong confidence in performing in front of other classmates.” ranked first with a weighted mean of 3.48 with a verbal interpretation “sometimes”. Table 7 reveals that in terms of the distribution of respondents according to the teaching approaches used by teachers in teaching dance, “Communicating” got the highest weighted mean of 4.16 together with “Instructing” with a verbal interpretation of “often”. The researcher is recommending a very meaningful and beneficial study. Teachers should provide avenues to develop the learner's skills and capabilities in dancing with the means of teacher-student mentoring. For Grade 12 students, this will serve as a tool to understand the impact of teacher-student mentoring has something to do with the teaching and learning dance. For Future Researchers, the study may serve as their reference material and guide in conducting related studies. The major final output of this study will be a learning program entitled “Fundamental Dance Position” for grade 12 students. The purpose of the major final output is to provide the basic dance positions, Rhythmic step patterns, and the changing of weight for students.