Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 38 no. 8 (2025)

School Related Factors and Pupil Competency in the Implementation of the Arabic Language and Islamic Values Education (ALIVE) Program in Region XII

John Gil Pamposa

Discipline: African and modern Middle Eastern studies

 

Abstract:

The Arabic Language and Islamic Values Education (ALIVE) Program serves as a vital component of the Department of Education’s efforts to promote inclusive and culturally responsive education in the Philippines. This study aimed to examine the relationship between school-related factors, namely curriculum, instructional materials, and school facilities, and pupil competency in the implementation of the ALIVE Program in Region XII. Utilizing a descriptive-correlational research design, the study gathered data from 33 school heads, 73 teachers/Asatidz, and 273 pupils across 26 schools in General Santos City, Koronadal City, Tacurong City, and Kidapawan City. Quantitative data analysis, including regression, was employed to determine the influence of school-related factors on pupil competency. Findings revealed that the ALIVE curriculum is highly effective in promoting critical thinking and fostering Islamic values, and that instructional materials are culturally sensitive and aligned with curriculum goals. School facilities were rated positively, particularly in terms of safety and maintenance; however, the integration of technology in teaching remains a challenge. While pupils demonstrated strong ethical values and social responsibility, a gap was noted in Arabic language proficiency, especially in speaking and sentence construction. Regression analysis showed no significant relationship between school-related factors and pupil competency, suggesting that other influences such as teaching quality, learner motivation, and external support may play a more pivotal role. The results emphasize the importance of addressing both academic and non-academic factors in enhancing the effectiveness of the ALIVE Program. While school-related factors are foundational, a more holistic and inclusive approach incorporating teacher development, learner engagement, and community support is essential for fostering Arabic language skills and Islamic values among learners.



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