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1 BERF 2016
Republic of the Philippines Department of Education
Region XII SCHOOLS DIVISION OF COTABATO CITY
Cotabato City
‘’MANAGEMENT OF ARABIC LANGUAGE AND ISLAMIC VALUES EDUCATION (ALIVE) INSTRUCTION IN SCHOOLS OF COTABATO CITY DIVISION’’.
(A Research Funded Through 2016 BERF )
ABDULBADIE SAMAMA BAYAN, MAEd ALIVE Teacher
RESEARCH PROPONENT
December 2016
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2 BERF 2016
Republic of the Philippines Department of Education
SCHOOLS DIVISION OF COTABATO CITY Cotabato City
MANAGEMENT OF ARABIC LANGUAGE AND ISLAMIC VALUES EDUCATION (ALIVE)
INSTRUCTION IN SCHOOLS OF COTABATO CITY DIVISION
ABSTRACT
The purpose of this research was to determine the Management of Arabic Language and
Islamic Values Education Instruction in schools of Cotabato City Division.
The descriptive correlational utilized in the study. The quantitative and qualitative
data gathered to answer the research problem. The correlational aspect described the
relationship between the independent and dependent variables.
The respondent of the research was the Eight School Head Respondents, Eight
District ALIVE Coordinator Respondents and Sixty Four ALIVE Teacher Respondents in a
Total of Eighty Respondents all in all. The major findings of the research in the extent of
Management of the Arabic Language and Islamic Values Education which yielded a grand
mean of 3.33 interpreted as evident. The findings in terms of student’s spiritual and social
development revealed a grand mean of 3.38 interpreted as developed.
The finding in the correlational analysis between the Management of the ALIVE
Instruction and the student’s development, the answers of the respondents showed there is
a significant relationship which signifies that is rejected at 0.05 and 0.01 level of significant.
The research concludes after through analysis that ALIVE programs are managed
and efficiency implemented by the school.
Further it had contributed and influenced the balance development of the student spiritually
and socially.
The research generally recommends capability building and strengthening of
partnerships of the schools to stakeholders to provide quality holistic education.
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Republic of the Philippines Department of Education
SCHOOLS DIVISION OF COTABATO CITY Cotabato City
ACKNOWLEDGEMENT
The researcher wishes to convey his profound thanks and appreciation to the
following individual who in one way, or another contributed to the completion of
this action research. I would like to thank, CONCEPCION FERRER-BALAWAG,
Ph.D, CESE, Schools Division Superintendent for the approval to conduct a survey
to the target respondents. To the Assistant Schools Division Superintendent DR.
EDGAR S. SUMAPAL ALHAJ, for his recommending approval of this research.
DR. ERLIE JOSEFA BABAYEN-ON, Senior Education Program Supervisor for the
valuable and constructive suggestions for the improvement of my research.
Regan B. Dagadas (Regional ALIVE Coordinator) for his encouragement.
Albaya G. Badrodin, Ph.D (Division ALIVE Coordinator) for motivating me to pursue
this action research.
Due appreciation is also extended to Samuel T.D. Bayeta, Ph.D (Public
Schools District Supervisor of district IV) for the advices. Teresa E. Apao (Principal
II of Rojas Central Elementary School) granted the researcher to conduct survey.
To all principals and school heads for the cooperation and allowing the
researcher in distributing the survey questionnaire. To District ALIVE Coordinators
and ALIVE Teachers for the cooperation by answering the survey questionnaires.
Moreover, grateful appreciation is also extended to my beloved wife Maimona
Didatu-Bayan, Ph.D, for her morale support, sacrifices and inspiration.
Above all, to Almighty ALLAH S.W.T. for all this blessings and divine guidance
providing gift of wisdom and strength in this endeavors which led to realization of
this research.
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Republic of the Philippines Department of Education
SCHOOLS DIVISION OF COTABATO CITY Cotabato City
TABLE OF CONTENTS TITLE PAGE i ABSTRACT ii
ACKNOWLEDGEMENT iii
TABLE OF CONTENTS iv
LIST OF TABLES v
I. CONTEXT AND RATIONALE 1 a. Research Questions 2 b. Scope and Limitation 2
II. Innovation, Intervention and Strategy 3 III. REVIEW OF RELATED LITERATURE 5
Conceptual Framework 8 IV. RESEARCH METHODOLOGY 9
Research Design 9 Locale of the Research 9 Respondents of the Research 10 Data Gathering Procedure 10
Statistical Treatment of Data 10
V. FINDINGS AND ANALYSIS 11 VI. SUMMARY OF FINDINGS,CONCLUSIONS AND
RECOMMENDATIONS 22 Summary of Findings 23 Conclusions 23
Recommendations 24 VII. ACTION PLAN 25 VIII. REFERENCES 27
IX. FINANCIAL REPORT 28 X. APPENDICES 29
A. Questionnaire Survey B. Curriculum Vitae C. Permission Letter D. Memorandum of Agreement
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Republic of the Philippines Department of Education
SCHOOLS DIVISION OF COTABATO CITY Cotabato City
LIST OF TABLES TABLES PAGES
Management of Arabic Language and Islamic Values Education 11 In terms of Instructional Regulation Policy Extent of Curriculum and Instruction 12 Extent of Linkages and Collaboration Strategies 14 Extent of Arabic Language and Islamic Values Education 15 Level of Students’ Spiritual Development 16 Level of Students’ Social Development 17 Level of Students’ Development 18 Correlation Analysis of Management of ALIVE and School 19 Performance
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Republic of the Philippines Department of Education
SCHOOLS DIVISION OF COTABATO CITY Cotabato City
I. CONTEXT RATIONALE
The importance of Madrasah education for the Filipino Muslims and the
problems of mainstreaming it to the larger national system of education were first
noted during the Martial Law years. In Indonesian and Malaysian experiences in
2001 according to Ronal A.L. the Management of “ Pundok” religious schools was
informal but with the rapid development of Islamic schools they have deliberated
guidelines on qualifications of standard schools including Madrassah Management,
while ALIVE possesses some of the characteristics similar to other course subject
offerings it has distinct features which need to be addressed.
The existence of curriculum guide how to achieve these competencies are not
stipulated. The domains are stated but learning tasks and details are missing. As a
consequence, teachers rely on their stock knowledge and experiences on the course
of instruction. Paalisbo (20016) in his study revealed that once skills and
competencies are not properly aligned, learning outcome cannot be properly
determined. Teachers teach on an audio type, as a consequence ladder zed
instruction sacrificed and spiral curriculum is not achieved.
The irony of this is that, teachers in ALIVE are also assessed using the NCBTS and
CB PAST similar to teachers handling basic subjects in the DepEd. In ALIVE
instructional learning materials are not contextualized. In fact, a Mindanao based
study by Mindanao Vulnerability observatory (2008) found that the instruction and
operation are based upon the dictate of supporting agencies that are mostly form
Middle East countries such as Saudi Arabia or Kuwait.
This research is primarily aimed at investigating the level o effectiveness of the
Management of Arabic Language and Islamic Values Education and the problems
encountered in teaching ALIVE.
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A. Action Research Problem
The research determined the level of Management of the Arabic Language and Islamic
Values Education (ALIVE ) program and the students development in the schools in
Cotabato City Division. Specifically, this study aims to find out the following:
1. What is the extent of Management of the Arabic Language and Islamic
Education (ALIVE) Instruction in terms of :
a. Instructional Policy Regulation
b. Curriculum and Instruction, and
c. Linkages and Collaboration Strategies
2. What is the level of the student’s development in the public elementary
schools relative to the Management of Arabic Language and Islamic Values
Education ( ALIVE ) Instruction in terms of:
a. Spiritual Development, and
b. Social Development
3. Is there a significant relationship between the Management of ALIVE program
and the students development in Public Elementary Schools?
B. Scope and Limitation
The research was conducted on the selected Public Elementary Schools in Cotabato
City Division offering ALIVE program. The coverage of the study focused only on the
Management of the Arabic Language and Islamic Values Education (ALIVE)
program as mandated by DepEd and the students development in the school relative
to its implementation.
It was also focused into the significant relationship of the application of administrative
management strategies that affect the student’s development in spiritual and social
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dimensions of the students in Public Elementary Schools relative to the
implementation of Arabic Language and Islamic Values Education (ALIVE)
Instruction.
It was limited to the answers of the principal, School ALIVE Coordinators and
teachers in ALIVE program of the identified schools in Cotabato City Division.
Innovation, Intervention and Strategy
Based on the result, the major findings of the study, the management of
Arabic Language and Islamic Values Education ( ALIVE ) Instruction in Schools of
Cotabato City Division was general interpreted as evident, It was significantly
correlated with ALIVE Instruction and the culture sensitivity school performance
outcome. Therefore, after thorough analysis it was concluded that there is a need to
strengthen the implementation of ALIVE programs by the schools. It contribute
and influence the culture sensitivity school development outcome.
Intervention is a inseparable programs or strategies to act immediately in
order to promote and support the implementation of the ALIVE programs in the
Schools of Cotabato City Division.
The following are the proposed intervention and strategies programs for
strengthening the ALIVE program implemented by the schools.
1. CLOSE MONITORING AND COORDINATION WITH ALIVE
COORDINATORS AND ALIVE TEACHERS: The Division ALIVE Coordinator
(DAC) and Public Schools District Supervisor (PSDS) will always monitor the
implementation of ALIVE program through the assigned ALIVE Teachers in
the different schools in the Cotabato City Division.
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2. SRENGTHENING THE PARTNERSHIP AND COLLABORATION OF
SCHOOLS AND THE STAKEHOLDERS: In order to have strong partnership,
there should be a conduct of mass orientation on the ALIVE program through
advocacy such as, social media, radio or giving of plyers. The advocacy will
be headed by the Division ALIVE Coordinator (DAC), Public Schools District
Supervisor (PSDS), Principals and Teachers also the involvement
of the internal and external holders.
3. CAPABILITY BUILDING FOR THE ALIVE TEACHERS: For the sustainability
and applying of new modern techniques or upgrading, ALIVE Teachers
should required to attend seminar/training in teaching strategy, classroom
management and to develop their professional code of ethics.
4. INCREASE INFORMATION DISSEMINATION ACTIVITIES TO THE
SCHOOLS AND STAKEHOLDERS: Regular quarterly meeting with the
involvement of Division ALIVE Coordinator (DAC), Public Schools District
Supervisor (PSDS), ALIVE Teachers, General Parents Teachers Association
(GPTA) and including Supreme Pupils Government (SPG) elected officers.
a. Advertisement on the radio, distribution of ALIVE pamphlets.
b. Strictly for Attendance.
5. FINANCIAL SUPPORT: Conduct Division Conference requiring the school
heads to fully implement the budget intended for the ALIVE programs and
activities.
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II. REVIEW OF RELATED LITERATURE
Presented in these parts of research are data from journals, books previous
researches and internet sources which are organized in order to provide bases for
discussion and clarification of the research.
Related Literature On Islamic Values Instruction
Madrasah (pl. madaris) generally refers to Muslim private schools with core
emphasis on Islamic studies and Arabic literacy.Standard Private Madrasah. This
type of Madrasah has been harmonized, upgraded and modified to become a
component of the Philippine education system through the issuance of DepED Order
No. 51, s. 2004, prescribing the Standard Curriculum for Elementary Public Schools
and Private Madaris. Language, age, tradition, gender, ability, disability, interest,
talent, heritage, ethnicity and religion are just a few of the many forms of diversity
that we see in the world around us. Cultural diversity is geared toward having a deep
respect and understanding of the various people in the organization like schools.
This aspect of the organization is strengthened by having programs that are
culturally sensitive initiatives like the integration of ALIVE program.
Related Literature Culture Sensitivity Initiatives. Furthermore, the study will be
supported by the theory of Prof. Dr. Abdelaziz Berghout (2010) about the
Educational Excellence in The Islamic World: Enhancing Global Quality and Strategy
Planning which pointed out about the interest and merit in the understanding that any
transformation
towards educational excellence and creation of real global quality valor requires
systematic and well-articulated strategic planning whereby the vision, mission, key
result areas, strategic objectives, key performance indicators and tools to manage
and measure performance are all intact.
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Instructional Policy and Regulation.The Department of Education (DepEd) in
2004 developed the Madrasah Education Program for Muslim Filipino Muslim
learners. It is described the adoption of this framework in the public elementary
schools and private madaris ( DepEd Order No. 51, s. 2004 ).
Curriculum, Instruction and Faculty Development .The selection and recruitment
of teachers in the ALIVE program must be in consonance with the guidelines set by
the DepEd, re DepEd Order No. 54, s. 2006 on Revised Hiring Guidelines for
Teacher I position in Public Elementary and Secondary Schools. The recruitment of
ALIVE teachers should have educational qualification as well as the potential of
applicants to teach in the ALIVE Program (Kawangit, Guleng and Aini, 2015).
Linkages and Collaboration Strategies. The responsibility to the world and
community in supporting the implementation of ALIVE goes beyond regular
participation activities. People should be equally enabled to act on their situations
and circumstances to improve their lives and the world they live in. The stakeholders
headed by international and local agencies support the promotion of integration of
moral enlightenment of the young learner in the cultural values on Islamic teachings
(Flamiano, 2015).
Students Holistic Development.Expectedly, the madaris students lack competitive
skills required for employment and are not eligible for transfer to regular schools
because the madaris do not implement the standard curriculum of the Department of
Education. This type is not recognized and accredited by the Department of
Education. Since the school wanted to deliver a holistic education. The present
curricular content of the ALIVE program can now be included in a formal training
which includes holistic development program (Flamiano, 2015).
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Socio Cultural Development. Cultural aspects are also represented in the ALIVE
classes by each student as well, such as language, values and traditions. A diverse
group of students requires a variety of programs which address the varying needs in
each classroom. Islamic language Instruction in line with mother tongue or
vernacular language guidelines is designed to help teachers “meet each child where
they are when they enter class and move them forward as far as possible on their
educational path”
(Levy, 2008).
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Conceptual Framework of the Research
The study was anchored on the idea that the Management of Arabic Language
and Islamic Values Education Instruction in the curriculum of public elementary
schools influences students development.
As shown in the first box the independent variable of the study particularly on the
Management of the Arabic Language and Islamic Values Education instruction were
explored in terms of instructional policy regulations, curriculum and instructional
and linkages and collaboration strategies.
On the other hand, the dependent variable of the study student development as
shown in the second box was the students’ development explored in terms of
spiritual and social development.
The line between the boxes described the significant relationship between the
independent variable and the dependent variable of the study.
It was postulated that the kind of Management of Arabic Language and Islamic
Values Education instruction would contribute to the performance outcomes.
INDEPENDENT VARIABLE DEPENDENT VARIABLE
Management of Arabic Language Instruction and Islamic Values Education
a. Instructional Policy
Regulation
b. Curriculum and
Instruction
c. Linkages and Collaboration Strategies
Student Development
a. Spiritual Development
b. Social Development
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III. RESEARCH METHODOLOGY
This part of research presents the methodology to be used in the study. The
description includes the research design, population and sample, survey instrument,
validation of questionnaire and data gathering procedures.
Research Design
The descriptive-correlation was utilized in the research. The quantitative and
qualitative data were gathered to answer the statement of the problem. The
descriptive aspect described the administrative management strategies applied in
the implementation of Arabic Language and Islamic Values Education Instruction
and the level of improvement in the students development of the public elementary
schools. The correlational aspect described the relationship between the
independent and dependent variables.
Locale of the Research
The research was conducted in Cotabato City District which covers 17 public
elementary schools in three categories namely; small medium and big schools.
Specifically the research would focus on the selected eight (8) Public Elementary
Schools in Cotabato City namely: Cotabato City Central Pilot School ( CCCPS ) of
District 1, Sero Central Elementary School of District 2, Notre Village Central
Elementary School of the District 3. Datu Usman Elementary School of District 4,
while in the District 5, was Darping Elementary School, Bubong Elementary School
of District
6 , J. Marquez Elementary School in District 7 and Vilo Central Elementary School of
District 8.
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Respondents of the Research
The total respondents of the research were 80 inclusive of 8 School Principals
, 8 School ALIVE Coordinators and 64 ALIVE teachers in public elementary
schools, for school year 2015-2016.
Data Gathering Procedure
The researcher followed the ethical standard, based on the criteria prescribed
in the Research Management Guidelines of (BERF) and procedure in the data
collection and information gathering from the target respondents; to wit;
The letter of intent was addressed to Concepcion Ferrer-Balawag, Ph.D CESE, the
City Division Superintendent and noted by Dr.Ma.Erlie Josefa R. Babayen-on,
Senior Education Program Specialist/Division Research Coordinator
The letter was indeed, seeking permission from the Division Superintendent to allow
the researcher to conduct and distribute survey instruments to the respondent
Principals, ALIVE Districts Coordinators and ALIVE Teachers who were teaching
ALIVE subjects. The respondents were given assurance of confidentiality of any
information provided to the researcher. The retrieval of the instrument were modify in
the sense that not all questionnaires were retrieved immediately.
The data were tabulated both manually and computes support and they were
processed, interpreted based on the research problem formulated. The researcher
followed the ethical procedure in the data gathering.
Statistical Treatment of Data
The statistical formula used to describe the variables of the research were mean for
the quantitative data while Pearson Correlation coefficient was utilized in
determining the degree of relationship between the independent and dependent
variables
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V. FINDINGS AND ANALYSIS
This part of Research presents the data analysis and interpretation of data
gathered from the respondents.
Table 1. Extent of Management of the Arabic Language and Islamic Values Education In terms of Instructional Policy Regulation
Indicators Mean Description
__________________________________________________________________________ 1. Disseminates orders pertaining to prog. 3.56 Highly Evident
2. Adopts the DepEd standards on grading 3.71 Highly Evident system. 3. Strictly follows the prescribed learning content. 3.26 Evident 4. Schedule of classes are in line with calendar 3.11 Evident of activities mandated by DEpEd. 5. Conducts regular meeting that are mandated by D.O. on :
a. Curriculum 3.61 Highly Evident b. Instruction 3.27 Evident c. School activities 3.53 Highly Evident d. Student progress 3.29 Evident _________________________________________________________________ Total Mean 3.42 Evident
_________________________________________________________________________ Legend: 3.50 – 4.00 Highly Evident 2.50 – 3.49 Evident 1.50 - 2.49 Fairly Evident 1.00 - 1.49 Least Evident
To answer problem 1 on the extent of implementation of Arabic Language
and Islamic Education data were gathered respectively.
As presented in Table 1. the overall extent of implementation of instructional
policy regulation got a total mean of 3.42 interpreted as “evident”. This implied that
schools were properly managing the ALIVE programs in the schools.
The highest rating is on item “adopts DepEd standards and grading system: with a
mean of 3.71 interpreted as “highly evident” .This means the schools obediently
comply with the required curriculum and policy to be implemented by the schools.
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The lowest rating is item “schedule classes in line with the calendar of activities of
DepEd” with a mean of 3.11 interpreted as “evident”. This because many of the
classes are often altered based on schedule since some conflict and typhoon
sometimes result to change of schedules and dates.
This finding is in line with the required policy of the Department of Education that all
the schools are given an order to adopt the universal
Based on the study of Bakar (2011) the importance of following the mandated
guidelines in the implementation of Islamic education is essential in the formal
academic offering of the program as it is included in the school curriculum content.
Table 2. Extent of Management of the Arabic Language and Islamic Values Education In terms of Curriculum and Instruction
Indicators Mean Description 1.Prepare teachers development plan for 3.12 Evident
ALIVE teachers. 2. Conducts teachers team building 3.56 Highly Evident activities. 3. Conducts in service seminars and
conference on; a. classroom management 3.31 Evident b. teaching methods and strategies 3.42 Evident c. assessment of learning 3.64 Highly Evident d. classroom structuring 3.15 Evident e. students disciplines 3.11 Evident f. instructional material development 3.12 Evident
Total Mean 3.30 Evident
Legend: 3.50 – 4.00 Highly Evident 2.50 – 3.49 Evident 1.50 --2.49 Fairly Evident 1.00 - 1.49 Least Evident
Table 2. presents the extent of Implementation of ALIVE in the
implementation of curriculum and instruction. The answers revealed a mean of 3.30
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interpreted as ‘’evident’’. This implied schools are managing the instructional delivery
effectively.
The highest rating is on item “ assessment of learning” with a mean of 3.64
interpreted as “highly evident” which implied the school implementing the ALIVE
program evaluates students performance regularly. This is shown by the awards
given for performing students in ALIVE subject. The lowest rating is on item
“students discipline” which got a mean of 3.11 interpreted as “evident”.
This means that the school teachers handling ALIVE program have lesser
disciplinary actions in the student since majority according the them stated that
students under ALIVE program are usually cooperative, obedient.
They also emphasized that they are also including in their classes topics about
discipline and correct behavior.
Based on the study of Alasaadi (2014) the ALIVE curriculum in the modern times are
already integrated with technology equipment because they also enhances
motivation for the learners and they are a reality that a person should cope with but
they keep on reminding the administrators to be responsible in guiding up students
on its use in an effective manner.
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Table 3. Extent of Management of the Arabic language and IslamicValues Education Linkages and Collaboration Strategies
Indicators Mean Description 1. Involves community and parents in sharing 3.53 Highly Evident
accountability learners. 2.Uses home and the community setting as 3.14 Evident
laboratory for learning and practice of ALIVE. 3.Gives opportunity for students to apply 3.18 Evident
Learning at home and in the community. 4.Partnership with non government agency in 3.11 Evident
Providing needed resources for ALIVE . 5.Participation of other government agencies in 3.11 Evident supporting the strengthening of policies in ALIVE. 6.Participates in regional and national activities 3.24 Evident
related to Islamic Language Instruction programs. 7.Establishes partnership with civic groups in 3.28 Evident
increasing awareness on importance of ALIVE. 8.Establishes partnership with private schools 3.09 Evident
in the implementation of ALIVE. 9.Establishes partnership with Islam religious 3.56 Highly Evident
leaders in aligning the contents and activities of ALIVE .
10. Partnership with local media for information 3.48 Evident dissemination of the programs of ALIVE.
Total Mean 3.27 Evident
Legend: 3.50 – 4.00 Highly Evident 2.50 – 3.49 Evident 1.50 - 2.49 Fairly Evident 1.00 - 1.49 Least Evident
As revealed in Table 3. the extent of Management of Arabic Language and
Islamic Values Education in terms of linkages and collaboration strategies data
yielded a total mean of 3.27 interpreted as “evident”.The highest rating is on item
“establishes linkages with Islamic religious leaders in aligning the curriculum” which
got a mean of 3.56 interpreted as “highly evident”. This means that the guidance in
the important religious concepts and theory are guided by experts in religious
studies.
The lowest rating is on item “ establishes partnership with private schools in the
implementation of ALIVE” which got a mean of 3.09 interpreted as “evident”. This is
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because according to some leaders in the Islamic schools usually they are
integrating what is mandated by the “Quran” as basis and they do not look at the
practices of other schools.
The concept of holistic learning as part of the curriculum mission, vision of the
Department of Education recognizes the need to enhance learners not only with
academic subjects but also with spiritual concepts which molded their values in life.
Thus this is usually anchored in the holy words taken from the Quran. In the study of
Pangadag (2015) many schools are formulating the content of their instructional
content in relation to religion subject by linking in the religious leaders who are the
experts in formulating the content of the lectures to be taught in the students.
Table 4. Extent of Management of the Arabic Language and Islamic Values Education
Indicators Mean Description
a.Instructional Policy Regulation 3.42 Evident
b.Curriculum, Instruction and 3.30 Evident Faculty Development .
c.Linkages and Collaboration Strategies 3.27 Evident Total Mean 3.33 Evident Legend: 3.50 – 4.00 Highly Evident 2.50 – 3.49 Evident 1.50 - 2.49 Fairly Evident 1.00 - 1.49 Least Evident
As revealed by Table 4 extent of Management of the Arabic Language and Islamic
Values Education applied by the schools data taken yielded a grand mean of 3.33
interpreted as “evident”.The highest finding is on instructional policy regulation which
got a mean of 3.42 interpreted as “evident”. The findings show that schools offering
ALIVE programs are implementing the compliant with the Department of Education
mandate and orders managing the ALIVE program efficiently. Though the lowest
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rating is on linkages and collaboration as it revealed a mean of 3.27 interpreted as
‘’evident’’. The findings however show it is also applied by the schools.
Table 5. Level of Student’s Spiritual Development
Indicators Mean Description _______________________________________________________________ 1.Pupils actively participate during “Sambayang” 3.18 Developed 2.Pupils participate in Qur’an reading competition . 3.58 Highly Developed 3.Pupils show observance of proper attire in 3.53 Highly Developed attending “Sambayang”. 4.Pupils show respect towards ALI teachers. 3.12 Developed 5. Pupils grades in behavior and conduct improves 3.14 Developed 6.Pupils show values like patience and compassion 3.10 Developed 7.Pupils manifest love of “Allah”. 3.65 Highly Developed 8.Pupils show ability to read Arabic writing. 3.64 Highly Developed 9.Pupils can speak Arabic Language. 3.19 Developed 10.Pupils actively participate in peace programs 3.59 Highly Developed and advocacies (like symposium). Total Mean 3.37 Developed Legend: 3.50 – 4.00 Highly Developed 2.50 – 3.49 Developed 1.50 - 2.49 Fairly Developed 1.00 - 1.49 Least Developed
To answer problem 2 data were gathered to describe the level of student’s
development in Arabic Language and Islamic Values.
A described in Table 5. the level of students’ spiritual development geared a
total mean of 3.37 interpreted as ‘’developed’’. This means schools are contributing
in the spiritual foundations of students. The highest rating is on item “pupils manifest
love for Allah” which got a mean of 3.65 interpreted as ‘’highly developed’’. This
means that the ALIVE classes really influenced the holistic development of pupils in
learning about their religion. The lowest rating is on item “ pupils showed values of
patience and
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compassion” which got a mean of 3.10 interpreted as ‘’developed’’. The findings
indicated that though it is the lowest rating still it implied good internalization of
children
patience and compassion; it might have garnered the lowest rating since children
often at young age can not easily show patience at strong point. The study of Levy
(2008) pointed out that the unique characteristics of learners should be considered in
the delivery of the instruction so that they will be able to understand and appreciate
the lectures which can motivate them to participate in their class activities.
Table 6.Level of Students Social Development
Indicators Mean Description
1. Harmonious relationship between different 3.64 Highly Developed ethnic groups and religious. 2.Unity in promoting peace among different tribes. 3.10 Developed 3.Observance of Islamic feast and holidays. 3.54 Highly Developed 4.Respect on the cultural differences of individual. 3.28 Developed 5.Awareness on the beliefs and practices of Islam. 3.11 Developed 6.Teamwork and support between diverse groups. 3.19 Developed 7.Awareness on histories of great Islam leaders. 3.20 Developed 8.Emulation of positive characteristics of Islam 3.41 Developed religious leaders. 9.Understanding the Pillars and ways of Islam. 3.51 Highly Developed 10.Obedience in the commandment of Qur’an. 3.80 Highly Developed _______ Total Mean 3.38 Developed Legend: 3.50 - 4.00 Highly Developed 2.50 - 3.49 Developed 1.50 - 2.49 Fairly Developed 1.00 - 1.49 Least Developed
As presented in Table 6. the answers on the level of students’ social
development yielded a total mean of 3.38 interpreted as ‘’developed’’. This implied
that schools are providing programs that enhances inter personal relationship of the
students with others. The highest rating is on item “ obedience in the commandment
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of Quran” which got a mean of 3.80 interpreted as ‘’highly developed’’. This means
that students through the reinforcement of lectures in the class learn to love more the
teachings in Quran which is shown not only in words but most of all in actions also.
The lowest rating is on item “awareness o the beliefs and practices of Islam”
which got a mean of 3.11 interpreted as ‘’developed’’. This means as manifested by
the actions of the children though it is the lowest still it implied good and positive
outcome, this maybe due to the reason that children are still too young to really fully
manifest this kind of actions.
The study of Pangandag (2015) on the attitude formation of the young children is
guided by the parents, significant others and teachers will slowly be developed into
ideal behavior as demanded by the society. This means that the role of education in
respecting the cultural practices and beliefs of the pupils become foundations of their
behavior as they are growing up.
Table 7. Level of Students Development
Indicators Mean Description ___________________________________________________________________
a. Spiritual Development 3.37 Developed b. Social Development 3.38 Developed
Total Mean 3.38 Developed Legend: 3.50 - 4.00 Highly Developed 2.50 - 3.49 Developed 1.50 - 2.49 Fairly Developed 1.00 - 1.49 Least Developed Correlational Analysis between the Management of ALIVE Instruction and the
Culture Sensitivity School Performance Outcome.
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As presented in Table 7. the answers of the respondents in the students
development both in the spiritual and social development yielded a total grand mean
of 3.38 interpreted as ‘’developed’’.
The findings showed that schools are implementing culture sensitivity activities
essential in holistic development that inculcates values development to the students
who will practice and adopt this principles as guide in life’s actions.
The findings further showed that both are almost the same in degree in the
development level which reflects balance development in both spiritual and social
dimension of man.
On the correlational analysis between the implementation of the ALIVE Instruction
and the culture sensitivity school performance outcome the answers of the
respondents showed there is a significant relationship which signifies that hypothesis
is rejected at 0.05 and 0.01 level of significance.
Table 8. Correlation Analysis to Show Relationship between the Management of ALIVE and Culture Sensitivity School Performance Outcome
Implementation of ALIVE Culture Sensitivity Performance Outcome Student Social
Holistic Development Development
1. Instructional Policy Regulation .761** .634**
p-value .001 .000 2. Curriculum Instruction .657** .653* p-value .002 .021 3. Linkages and Collaboration .698* .582*
Strategies
p-value .041 .021
Legend: * Correlation is significant at the 0.05 level (2-tailed) ** Correlation is significant at the 0.01 level (2-tailed)
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As presented in Table 8. described the correlation analysis of the implementation of
ALIVE and culture sensitivity school performance outcome which showed in the
correlation of curriculum an instruction consistently the ratings showed high
correlation level with a rating of .761** and .634** respectively. The findings implied
that instructional policy Management of the ALIVE program contributed in the
development of student both in holistic and socio-cultural aspect.
As supported by the Basic Education Curriculum which emphasized on the
integration of ALIVE program with goal of strengthening the holistic development of
the learners this means that schools are satisfactorily delivering these services.
On the correlational analysis of curriculum and instruction the result in terms of
students holistic development revealed a highly significant correlation with a rating of
.657** which indicated high influence in the development of the pupils while in the
aspect of socio cultural development a rating of .653 * interpreted as ‘’relationship
slight significant correlation’’.
This means that students socio- cultural development are also influenced but has
some limitations since not all dimensions are fully practiced and given opportunities
at school. Based on the study of Culcul (2015) the socio-cutural development of the
children as being reinforced in the activities provided by the school also needs
additional focus and support since resources are limited.
Finally in the correlation of linkages and collaboration strategies the findings
revealed a rating of consistent slight significant relationship as manifested in the
Pearson rating of .698* and .582*. This implied that the linkages of the school with
other agencies are already existing but had to be strengthened since this will help
augment some needs and resources that can provide better quality of services.
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As supported by the guidelines of the Department of Education linkages and
collaborations with other agencies are one of the most helpful aspect and strategies
developed to provide total service delivery with the help of other agencies.
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VI. SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Summary of Findings; 1) Level of Management of Arabic Language and Islamic Values Education.
Implementation of the Arabic Language and Islamic Values Education which yielded
a grand mean of 3.33 interpreted as ‘’evident’’. Policy regulation got a total mean of
3.42 interpreted as ‘’evident’’. Curriculum and instruction a total mean of 3.30
interpreted as “evident”. Linkages and collaboration strategies yielded a total mean
of 3.27 interpreted as “evident”.
2) Students’ development revealed a grand mean of 3.38 interpreted as
“developed”..
Student spiritual development answers got a total mean of 3.37 interpreted as
“developed”. Social development answers yielded a total mean of 3.38 interpreted
as developed.
3.)Correlational analysis between the Management of the ALIVE Instruction and the
students development the answers of the respondents showed there was a
significant relationship which signifies that hypothesis is rejected at 0.05 and 0.01
level of significance. Correlation of curriculum and instruction consistently the ratings
shows high correlation level with a rating of .761** and .634** respectively. The
findings implied that instructional policy Management of the ALIVE program
contributed in the development of student both in holistic and socio-cultural aspect.
As supported by the Basic Education Curriculum which emphasized on the
integration of ALIVE program with goal of strengthening the holistic development of
the learners this means that schools are satisfactorily delivering these services.
4) Curriculum and instruction the result in terms of students holistic development
revealed a “highly significant” correlation with a rating of .657** which indicated “high
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influence” in the development of the pupils. Aspect of socio-cultural development a
rating of .653 * interpreted as relationship “slight significant” correlation.
Linkages and collaboration strategies the findings revealed a rating of consistent
“slight significant” relationship as manifested in the Pearson rating of .698* and
.582*. This implied that the linkages of the school with other agencies are already
existing but had to be strengthened since this will help augment some needs and
resources that can provide better quality of services.
Conclusions;
After thorough analysis the schools offering ALIVE programs are managing the
instructional materials and resources which contributed in the enhancement of
learning. The effective management strategies applied contributed in the
improvement of the student’s spiritual and social values.
The integration of linkages with other stakeholders like the participation of the
religious leaders as experts guide in the content to be taught are helpful in the
appropriateness of lessons.
The observance of the basic standard requirements of the Department of
Education in delivery of holistic learning to the pupils will provide well-rounded
graduates that are both academically and behaviorally developed individuals. The
support and consistent implementation of the needs and resource of the ALIVE
program will help capacitate schools in providing quality services to the students.
Implication of the Study
The research implied that proper and efficient Management of Arabic Language and
Islamic Values Education (ALIVE) programs as integrated in the curriculum helped
develop students. The spiritual and social development of the students developed a
better individual grounded on good moral values. The proper implementation of the
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principals of the policy and instructional delivery contributed to the substance of the
content of the lessons. Thus, it can contribute in the attainment of the vision of the
Department of Education of provision on services that are culture sensitive which
respects the beliefs and practices of the pupils.
The development of the students in the spiritual and social dimensions molded
better behavior to students. The different strategies provided by the schools through
ALIVE program be a good foundation in both aspect of personality including the
development of CORE values of the learners which are slowly deteriorating due
technology advancement which distracts their attention.
Recommendations;
In relation to the findings and conclusion of this study, the following are strongly
recommended:
1. Strengthen the partnership and collaboration of the schools with the stakeholders
in providing quality service.
2. Provide more seminars and capacity building for the ALIVE Teachers.
3. Increase information dissemination activities to School and stakeholders.
4. Strong Financial support from the School Heads for the improvement of the
implementation ALIVE in the grassroots.
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VII.ACTION PLAN
The following actions and initiatives will be taken of effectively the result of the action research.
Objectives Strategies Resources Source
of Funds
Time Frame
Expected Output Human Materials Financial
Promote Strengthen the partnership and collaboration of the Schools with the Stakeholders in providing quality services.
Conduct advocacy and mass orientation on Strengthen the partnership and collaboration of the Schools with the Stakeholders in providing quality services.
DAC PSDS,Principal, HT, ALIVE Coordinators, GPTA Officers and stakeholders
Food and Snacks, Honorarium of the Resource Speaker, Approved Communication/Letter, MOV’s, Attendance sheet, matrix of the advocacy, pictures and pamphlets. Venue or Stage Projector Laptop
5,000.00
MOOE
3rd Week of June 2018
100 % Advocacy conducted.
Provide more seminars and capacity building for the ALIVE Teachers.
Conduct Seminar / trainings for the ALIVE Teachers in Teaching Strategies Classroom Management Professional Code of Ethics
DAC, PSDS Principal, ALIVE Teachers
Human Resource (Speaker @ Honorarium)
Food Venue Projector Laptop Manila Papers Pentle pin Cartolina
Approved Communication/Letter, MOV’s, Attendance sheet, matrix of the training, pictures.
10,000.00
MOOE
2nd Week of July 2018
Capacitated ALIVE Teachers.
Increase information dissemination activities to School and stakeholders.
Conduct General Meetings
(Quarterly)
DAC, PSDS Principal, ALIVE Teachers, GPTA and SPG Elected Officers.
Advertisement on the Radio, Distribution of ALIVE Pamphlets.
Conduct Quarterly Meeting for the GPTA And SPG Elected Officers.
Attendance
5,000.00
MOOE
1st Week of August 2018
Done Proper Dissemination of the information.
Strong Financial support from the School Heads for the improvement of the implementation ALIVE in the grassroots.
Conduct a Division Conference requiring the school heads to fully implement the budget intended for the ALIVE Programs and activities.
SDS, ASDS, SGOD Chief, CID Chief, DAC, PSDS, Schools Head, ALIVE District/School Coordinators
Snacks Venue Projector Laptop Attendance
sheet Bond Papers pictures.
5,000.00
MOOE
4th Week of September 2018
Division Conference Successfully Done.
Prepared by: NOTED BY:
ABDULBADIE S. BAYAN TERESA E. APAO Researcher Principal-II
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VIII.REFERENCES
Abdulhamid Abu Sulayman, (1989) Islamization of Knowledge, General Principles and Work Plan. Herndon: International Institute of Islamic Thought.
Ahmad Mohammad Hassoubah, (1981), Teaching as a Second Language in the Southern Philippines: Problem and Possibilities. Marawi City: Mindanao State University. Bakar, C. (2011) Islamic Studies and Islamic Education in Contemporary Southeast Asia, Mainstreaming Madrasah Education in The Philippines. Boransing, Manaros B. (2006), Road Map to Muslim Basic Education.
Diliman: University of the Philippines.
Cifuentes, L., Ozel, S., (2006) Resources for Attending to the Needs of
Multicultural Learners. Knowledge Quest, 35(2) pp.14-21
DepED Order No. 51, s, 2004, prescribing the Standard Curriculum for
Elementary Public Schools and Private Madaris.
DepED Order No. 81, s, Upgrading of existing facilities of private madaris;
capability building as well as the assistance in augmenting to the private madaris
recurrent cost of operations. DepEd (2004) Operations Handbook on Philippine Education
Act of 1982
Levy, H. M. (2008). Meeting the Needs of All Students through The
Differentiated Instruction: Helping Every Child Reach and Exceed
Standards. Clearing House, 81(4), pp.161-164.
Pangandag, H. A. Instructional Design for the Teaching of Arabic at
Elementary Schools in Caraga Region, Philippines: Naturalistic Study. (2015).
Saleemad, K.(2015). Leadership Competency Model for IslamicSchool
Leaders.
Syed Muhammad Naquib al-Attas, (1980) The Concept of Education in
Islam- A Framework for An Islamic Philosophy of Education. Kuala Lumpur: Muslim
Youth Movement of Malaysia (ABIM)
Tasic, E. (2011). Management Theories in Education, Educational Administration, page 35 or [email protected]
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IX. FINANCIAL REPORT The following were the expenditures that had been incurred for the accomplishment of the conduct of the study and for efficient dissemination of the findings.
# PARTICULARS AMOUNT
1 MEALS AND SNACKS (During Orientation, Distribution and Retrieval of Questionnaire Survey with Eighty Respondents (80) Principals, School ALIVE Coordinators and ALIVE Teachers
15,440.22
2 SCHOOL SUPPLIES (Bond paper, Inks, Ballpen, Manila paper, and other related matters)
2,346.00
3 PHOTOCOPYING/PRINTING ( Manuscript, Questionnaire Survey)
4,823.78
4 TRANSPORTATION 2,240.00
5 FINALIZATION OF PAPER ( Hardbound, Wifi and Communication Load)
5,150.00
TOTAL 30,000.00
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X. APPENDICES
A. Survey Questionnaires
Part I- Management of Arabic Language and Islamic Values Education (ALIVE)
Instruction in Schools of Cotabato City Division
Direction: Encircle the corresponding number that best describe the extent of the
implementation of ALIVE in your school using the rating scale below:
3.50 - 4:00 Highly Evident 2.50 – 3:49 Evident
1.50 2:49 Fair Evident 1:00 – 1.49 Least Evident
A. Instructional Policy Regulation
1.Disseminates Orders pertaining to the program. 4 3 2 1
2. Adopts the DepEd standards on grading system. 4 3 2 1
3. Strictly follows the prescribed learning content. 4 3 2 1
4.Schedule of classes are in line with calendar of
activities mandated by DepEd. 4 3 2 1
5. Conducts regular meeting that are
mandated by D.O On:
a. Curriculum 4 3 2 1
b. Instruction 4 3 2 1
c. school activities 4 3 2 1
d. students progress 4 3 2 1
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B. Curriculum and Instruction
1. Prepare teachers development for ALIVE Teachers 4 3 2 1
2. Conducts teachers teambuilding activities. 4 3 2 1
3. Conducts In- Service, seminars and conferences on:
a. Classroom Management 4 3 2 1
b. Teaching methods and Strategies 4 3 2 1
c. Assessment Learning 4 3 2 1
d. Classroom Structuring 4 3 2 1
e. Students Disciplines 4 3 2 1
f. Instructional Materials Development. 4 3 2 1
C.Linkages and Collaboration Strategies
1.Involves community and parents in sharing 4 3 2 1
accountability for learners.
2.Uses home and the community setting as 4 3 2 1
laboratory for learning and practice of Arabic Language.
3. Gives opportunity for students to apply learning at 4 3 2 1
home and in the community.
4.Establishes partnership with non government 4 3 2 1
agency in providing needed resources for
ALIVE implementation.
5.Participates of other government agencies in 4 3 2 1
supporting the strengthening of policies in ALIVE.
6.Participates in regional and national activities 4 3 2 1
related to Islamic Language Instruction programs.
7.Establishes partnership with civic groups in 4 3 2 1
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increasing awareness on importance of ALIVE.
8.Establishes partnership with private schools in the 4 3 2 1
implementation of ALIVE.
9.Partnership with Islam religious leaders in aligning 4 3 2 1
the contents and activities of ALIVE.
10.Establishes partnership with local media for 4 3 2 1
information dissemination of the programs of ALIVE.
Part II- Culture Sensitivity School Performance Outcome
Direction: Each statement describes the development of the students per your
observation. Just encircle the number of your corresponding using the following
scale.
3.50- 4.00 Highly Developed 2.50 – 3:49 Developed
1.50 – 2:49 Less Developed 1:00 – 1.49 Least Developed
A. Student Holistic Development
1. Pupils actively participates during “Sambayang”. 4 3 2 1
2. Pupils participates in Qur’an reading competition. 4 3 2 1
3. Pupils shows observance of proper attire in
attending “Sambayang”. 4 3 2 1
4.Pupils shows respect towards ALI teachers. 4 3 2 1
5.Pupils grades in behavior and conduct improves. 4 3 2 1
6.Pupils shows values like patience and compassion. 4 3 2 1
7.Pupils manifest love of “Allah”. 4 3 2 1
8.Pupils shows ability to read Arabic writings. 4 3 2 1
9.Pupils can speak Arabic Language. 4 3 2 1
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10.Pupils actively participates in peace programs 4 3 2 1
and advocacies (like symposium).
B. Socio- Cultural Development
1. Harmonious relationship between different 4 3 2 1 ethnic groups and religious.
2. Unity in promoting peace among different tribes. 4 3 2 1
3. Observance of Islamic feast and holidays. 4 3 2 1
4. Respect on the cultural differences of individual. 4 3 2 1
5. Awareness on the beliefs and practices of Islam. 4 3 2 1
6. Teamwork and support between diverse groups. 4 3 2 1
7. Awareness on histories of great Islam leaders. 4 3 2 1
8. Emulation of positive characteristics of Islam 4 3 2 1
religious leaders.
9.Understanding the Pillars and ways of Islam. 4 3 2 1
10.Obedience in the commandment of Qur’an. 4 3 2 1
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B. Curriculum Vitae
ABDULBADIE SAMAMA BAYAN [email protected]
P.R.C. License #: 1048519
PERSONAL INFORMATION
Nickname :Bhads
Date of Birth :February 6, 1978
Place of Birth :Poblacion, Talayan, Maguindanao
Provincial Address :Poblacion, Ampatuan, Maguindanao
City Address :Lot 10, Blk 33 RH 10, Cotabato City
Nationality :Muslim Filipino
Tribe :Maguindanaon
Religion :Islam
Status :Married
Wife :Maimona Didatu-Bayan,PhD
Occupation :Regular ALIVE Teacher III
Children :Bai Ferdaushia Didatu :Bai Faliha, :Datu Fahad :Fitrhea Elijah
EDUCATIONAL QUALIFICATION Graduate School Earned 24 Units (Doctor of Philosophy Ed.Ad) Cotabato City State University S.Y 2017- 2018
Master of Arts in Education
Major in School Administration and Supervision Cotabato City State Polytechnic College 2016-2017 Completed 45- Day Shariah Training Cotabato City Central Pilot School Cotabato City Training Center November – December 2015 Tertiary Bachelor of Elementary Education (ATEP-BEEd)
Notre Dame University (NDU) Cotabato City 2006-2007 BEAM Scholarship Grant Bachelor of Science in Agricultural Engineering Mindanao State University D.O.S. Maguindanao (2002-2003) Tuition Privilege / Scholarship
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Madrasah/Thanawi Ma’had Maguindanao Al-islamie Ampatuan, Maguidanao (2004-2005) Secondary Graduated as Valedictorian Ampatuan National High School Ampatuan, Maguindanao (1996-1997) Madrasah/ Ibtidaiya Third Honorable Mention Mahad Maguindanao Al-Islamie Ampatuan, Maguidanao (1994-1995) Elementary Graduated as Valedictorian Datu Sangki Ampatuan Central Elem. School Ampatuan, Maguidanao (1992-1993) Eligibilities Licensure Examination for Teachers (2009) Qualifying Examination for ALIVE Teachers (2008) Academic / Social Awards Regional Outstanding ALIVE Teacher 2015 Outstanding Gulayan sa Paaralan Program Implementer December 9, 2016 Rank 2 – LSI ALC
Arabic Language and Culture Program September 2, 2009 2-Consecutive Years Winning Coach ( ALIVE ) Regional and Division Level 2nd Runner Up On the Spot Poster Making Contest, DTI-ARMM Maguindanao. October 7, 1995
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Affiliations
1. Bangsamoro Development Agency ( Volunteer)
2. Arabic Language and Islamic Values Education Association (Member)
3. Cotabato City Division Muslim Teachers Association ( Member) 4. United Youth of the Philippines ( Member ) 5. Muslim Youth Religious Organization (Committee on Dawah)
Work History
1. Regular ALIVE Teacher (6/06/11) to Present Rojas Central Elementary School Cotabato City
2. Field Assistant (10/09/10) to (4/10/11) Community Family Services International Cotabato City
3. Milling Operator (4/24/10) to (6/08/10) Philippine Trade Inc. Sultan Kudarat, Maguindanao
4. Data Collector (7/03/08) to (7/26/09) Bureau of Agricultural Statistics Maguindanao Province
5. Census Area Supervisor (7/02/07) to (9/28/07) National Statistics Office Ampatuan, Maguindanao
6. Mathematics Secondary Teacher (6/06/06) to (4/03/07) Datu Sailila National High School D.A.S. Maguindanao
7. Barangay Facilitator (11/15/05) to (4/01/06) DOH-DSWD-Maguindanao Brgy. Saniag, Ampatuan, Maguindanao
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SEMINAR/WORKSHOPS ATTENDED: International
1. International “ Research Writing and Journal Publication Seminar Cotabato City State Polytechnic College February 14, 2015
2. Accelerated Arabic Language using Total Physical Interaction ( TPI ) Methodology Division Conference Hall, Cotabato City February 28, 2015
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