DEPARTMENT OF ISLAMIC STUDIES

FINAL DEFENSE
 THE EFFECTIVENESS OF SHARIF
AWLIYA ACADEMY INC. IN TEACHING
BALANCE EDUCATION
Presentation by;
Sittie Jane A. Ebrahim
Ommohanie M. Yusop
Background of the study
Educational balance refers to the ideal that educational organizations and people who
receive education enjoy equal treatment in educational activities under the thought of fair
education and principle of educational equity, and the educational policy as well as legal
system that guarantee its actual operations. The essence of balanced education development is
to pursue educational equity and realize fair education.
Education is the key to balance the growth of the personality by training yourself to
be spiritual, intellectual, and rational. Education is the path that connects your personality
with pure soul hence, Education in Islam means acquiring divine knowledge. In Islam, Ilm
means the action of education. Knowledge is not confined as Ilm but also relates moral
aspects. In Islam Education plays a vital role which helps you to retain knowledge. It is the
mode of spreading the faith among the diverse people of the world. It is the only channel to
spread knowledge and virtue around the universe.
 Knowledge is the path of guidance which helps you to grow faith within
yourself. Therefore, education is the right of every male and female. Therefore,
education has a significant and plays an important role in Islam from the very
beginning.
In terms of behavior or morals, by getting an Islamic religious education
their morals are better, for instance, obedient to folks and teachers, polite,
humble to everyone, helping one another to assist, at this time, students must
be piloted from behavior or morals of oldsters and teachers, with the
knowledge of Islamic religion and good moral behavior, students are
encouraged to use it in their daily lives.
Providing Islamic education to students and with the support of the
family environment, parents, relationships, teachers, which are then applied in
life will help generations of Muslim youth from the negative impacts and moral
damage that have plagued students in times.
Statement of the problem
The study aimed to determine the Effectiveness of Sharif Awliya Academy
Inc. In Teaching Balance Education at Sharif Awliya Academy Inc. and Mindanao
State University- Maguindanao.
1.What is the demographic profile of the respondents in terms of;
a.Age
b.Civil status
c.Gender
d.Professional act:
1.Teacher
2.Alumni
2. What are the subject included in the balance education?
a.Hadith
b.Fiqhi
c.Qur’an
d.Aqeedah
e.Seerah
f.Arabic
3. How are the subject being manage in terms of;
g.Time allotment
h.Teaching facilities
i.Frequency of teaching
4. How effective is the teaching of
Balance Education subject in terms of;
a.Arabic
b.English
Significance of the study
This study is undertaken to determine the Effectiveness of
Teaching Balance Education.
As such, the result of this study may serve as a useful guides to
the school administrators or principal in dealing with the pupils so
that they may be motivated more to pursue their education endeavor
which may eventually lead them to become effective public servant
and a useful citizens to our country.
The result of this study may also be significant to the teachers
because this may enlighten them on the essence of their profession.
Lastly, the results of this study may be useful reading materials
for future researcher who may conduct similar study.
 Conceptual Framework What is the demographic profile of the
respondents in terms of;
•Age
•Civil status and,
•Gender
Professional acts
•Teacher
•Alumni

What are the subject included in the

EFFECTIVENESS OF Balance Education?
SHARIF AWLIYA •Hadith
ACADEMY INC. IN •Fiqhi
TEACHING BALANCE •Qur’an
EDUCATION •Aqeeda
•Seerah
•Arabic

How are the subject being manage in

terms of:
•Time allotment
•Teaching facilities
•Frequency of teaching

How effective is the teaching of

Balance Education subject in terms of;
•Arabic
•English
 METHODOLOGY
Research Design
This study is use descriptive method of research, using survey
questionnaires the Effectiveness of Sharif Awliya Inc. in Teaching
Balance Education. This study is conducted at Sharif Awliya Academy
Inc. and at Mindanao State University- Maguindanao.
Locale of the Study
This study is conducted at Sharif Awliya Academy, located at
Bugawas Datu Odin Sinsuat Maguindanao del norte and Mindanao
State University-Maguindanao, located at Dalican Datu Odin Sinsuat
Maguindanao Del Norte along the national highway and it is about
approximately 31 kilometer away from the campus to cotabato city.
Scope and limitation of study

This study focus on the Effectiveness of Sharif

Awliya Academy Inc. in Teaching Balance Education

from the school of Sharif Awliya Academy Inc. and

MSU-Maguindanao.
Respondents of the study
The respondents of this study is consisting of 30 alumni
Students of Sharif Awliya Academy Inc., and 20 teachers from
Sharif Awliya Academy Inc. with a total of 50 respondents.

Reasearch Instrument
A prepared set of question is distribute to the respondents
in order to gather data and information to support the researcher
purpose in having this research work. The researcher also
checked the validity of the test to determine the Teaching of
Balance Education.
Data gathering procedure
The researcher sent a letter of permission to the principal
of Sharif Awliya Academy Inc. At Bugawas Datu Odin Sinsuat
Maguindanao Del norte.And to the Alumni students of Sharif Awliya
Academy Inc. that studying now in Mindanao State University
Maguindanao.
Then after the approval, the researcher personally
distributes the survey questioners to the selected respondents and
explain the purpose of this study. To make sure the answers are valid
and reliable, the researcher classified in the selected respondents.
 Results and Discussion

Table 1a
Frequency and Percentage Distribution of the Respondents According to Age

Age Bracket Frequency Percentage

21-25 37 74%
26-30 7 14%
31-40 2 4%
41-50 2 4%
51-70 2 4%
Total 50 100%

The table shows that age bracket 21-25 has the highest obtained
frequency rated 74%. This is followed by age bracket under 26-30 with
then frequency of 14% followed by age bracket 31-40, 41-50 and 51-70
with the same frequency of 4%.
 Table 1b
Frequency and Percentage Distribution of the Respondents According to Gender
Gender Frequency Percentage
Female 42 84%
Male 8 16%
Total 50 100%

The table above indicate that 84% of the respondents are female and 16% are male. The finding reveals
that female respondents are more interested in teaching Balance Education.

Table 1c
Frequency and Percentage Distribution of the Respondents According to Civil Status
Civil status Frequency Percentage
Single 42 84%
Married 8 16%
Total 50 100%

The table above indicate that 82% of the respondents are Single and 18% are married. The
finding reveals that single respondents are more interested in teaching Balance Education
 Table 1d
Teachers and alumni student professional acts
Professional acts Frequency Percentage
Alumni students 30 60%
Teacher 20 40%
Total 50 100%

The table above indicate that 60% of the respondents are alumni and 40% are teachers.
Table 2a
Islamic Subject for Balance Education
Statement indicator Frequency Percentage
1. Arabic 50 100%
0 0%
Total 50 100%

Table 2a shows the subject of Balance Education at Sharif Awliya Academy, Inc. it shows Arabic as their
subject for Balance Education with the percentage of 100%. Followed by 0 as their not subject for Balance
Education with the percentage of 0%.
Statement indicator Frequency Percentage
2. Qur'an 50 100%
0 0%
Total 50 100%

Statement indicator Frequency Percentage

3. Hadith 47 94%
3 6%
Total 50 100%

Statement indicator Frequency Percentage

5. Aqeedah 47 94%
3 6%
Total 50 100%
 Statement indicator Frequency Percentage
6. Seerah 47 94%
3 6%
Total 50 100%

Table 3a
Non-Islamic Subject for Balance Education
Statement indicator Frequency Percentage
1. English 47 94%
3 6%
Total 50 100%

Table 3a shows the subject of Non-Islamic Subject for Balance Education at Sharif Awliya Academy, Inc. it
shows English as their subject for Balance Education with the percentage of 94%. Followed by 3 as their not subject
for Balance Education with the percentage of 6%.
Statement indicator Frequency Percentage
2. Science 47 94%
3 6%
Total 50 100%
Statement indicator Frequency Percentage
3. Mathematics 47 94%
3 6%
Total 50 100%

Statement indicator Frequency Percentage

4. T.L.E 47 94%
3 6%
Total 50 100%

Statement indicator Frequency Percentage

5. MAPEH 47 94%
3 6%
Total 50 100%

Statement indicator Frequency Percentage

6. Filipino 47 94%
3 6%
Total 50 100%
Statement Frequency Percentage
indicator
7. I.C.T 47 94%
3 6%
Total 50 100%

Statement Frequency Percentage

indicator
8. A.P 47 94%
3 6%
Total 50 100%
 Table 4
Time allotted for Islamic subject
Statement indicator Frequency Percentage
1. Hadith/seerah

9:40-10:20am 33 66%
11:00-11:40am 14 28%
1:00-1:40pm 3 6%
Total 50 100%

Table 4a shows the time allotment for the subject of Balance Education. This shows
Hadith/Seerah obtained 33 as their time with the percentage of 66%.Furthermore, 14 of
the got the time allotment of 11:00-11:40am with the percentage of 28%.In addition, 3
of the respondent got time allotment of 1:00-1:40pm with the percentage of 6%.
Statement indicator Frequency Percentage
2. AQEEDAH/FIQH

9:40-10:20am 35 70%
11:00-11:40am 7 14%
1:00-1:40pm 3 6%
Total 50 100%

Statement indicator Frequency Percentage

3. QUR’AN

1:00-1:40pm 26 52%
9:40-10:20am 18 36%
11:00-11:40am 6 12%
Total 50 100%

Statement indicator Frequency Percentage

4. ARABIC
11:00-11:40am 36 76%
1:00-1:40pm 8 16%
9:40-10:20am 6 12%
Total 50 100%
 Table 5
Time allotted for Non-Islamic subject
Statement indicator Frequency Percentage
1. ENGLISH
7:20-8:00am 43 86%
8:00-8:40am 2 4%
8:40-9:20am 1 2%
10:20-11:00am 1 2%
1:40-2:20pm 1 2%
2:20-3:00pm 1 2%
3:30-4:10pm 1 2%
Total 50 100%

The table 5 shows the time allotment for the non- Islamic subject for Balance
Education. This shows English obtained 43 as their time with the percentage of
86%.Furthermore, 2 of the got the time allotment of 8:00-8:40am with the percentage
of 4%.In addition, the time allotment of 8:40-9:20am, 10:20-11:00am, 1:40-2:20pm,
2:20-3:00pm, and 3:30-4:10pm has the same percentage of 2%.
Statement indicator Frequency Percentage
2. MATH
8:00-8:40am 37 74%
7:20-8:00am 7 14%
10:20-11:00am 3 6%
8:40-9:20am 2 4%
1:40-2:20pm 1 2%
3:30-4:10pm 0 0%
2:30-3:00pm 0 0%
Total 50 100%

Statement indicator Frequency Percentage

3. SCIENCE
8:40-9:20am 40 80%
8:00-8:40am 4 8%
7:20-8:00am 3 6%
10:20-11:00am 1 2%
1:40-2:20pm 1 2%
3:30-4:10pm 1 2%
2:30-3:00pm 0 0%
Total 50 100%
Statement indicator Frequency Percentage
4. T.L.E./I.C.T
10:20-11:00am 41 82%
3:30-4:10pm 5 10%
8:00-8:40am 2 4%
1:40-2:20pm 2 4%
7:20-8:00am 1 2%
8:40-9:20am 0 0%
2:30-3:00pm 0 0%
Total 50 100%

Statement indicator Frequency Percentage

5. MAPEH
1:40-2:20pm 38 76%
10:20-11:00am 5 10%
7:20-8:00am 2 4%
8:40-9:20am 2 4%
3:30-4:10pm 2 4%
2:30-3:00pm 1 2%
8:00-8:40am 0 0%
Total 50 100%
Statement indicator Frequency Percentage
6. FILIPINO
2:30-3:00pm 37 74%
1:40-2:20pm 5 10%
10:20-11:00am 3 6%
7:20-8:00am 2 4%
8:00-8:40am 2 4%
3:30-4:10pm 1 2%
8:40-9:20am 0 0%
Total 50 100%

Statement indicator Frequency Percentage

7. A.P
3:30-4:10pm 41 82%
1:40-2:20pm 5 10%
2:30-3:00pm 2 4%
7:20-8:00am 1 2%
8:40-9:20am 1 2%
8:00-8:40am 0 0%
10:20-11:00am 0 0%
Total 50 100%
 Table 6
The teaching facilities being effective in teaching balance education
STATEMENT INDICATOR WEIGHTED MEAN DESCRIPTION
1. Caustic and Noise 3.6 Moderately Effective
2. Ventilation 3.72 Very Effective
3. Lighting 3.84 Very Effective
4. Temperature control 3.64 Very Effective
5. Space and size control 4.16 Very Effective
6. Cleanliness 4.04 Very Effective
7. Room organized 3.98 Very Effective
Overall mean 3.84 Very Effective

The Effectiveness of teaching facilities in teaching Balance Education is presented in table 6.It is noticeable
that on the number 1,Caustic and Noise is describe as Moderately effective with a weighted mean 3.6.Then number 2
posted a mean 3.72 and described as very effective on item 3. Lighting gain a weighted mean of 3.84 which means the
respondents are very effective. On item number 4 is described with as very effective with a mean score of 3.64.the item
5, with a mean of 4.16, describe as very effective. The item 6 Cleanliness is described as very effective with a mean of
4.04.Lastly the item 7, with a mean of 3.98, describe as very effective.
In general, the teaching facilities being effective in teaching Balance Education the respondents gained an
overall weighted mean of 3.84 with a description of very effective.
 Table 7a
Effectiveness of Sharif Awliya Academy Inc. in managing balance education
Statement indicator Frequency Percentage

Effective 45 90%

Ineffective 5 10%

Total 50 100%

Table 7a shows the effectiveness of Sharif Awliya Academy Inc. in

managing Balance Education. It shows the effectiveness of Sharif
Awliya Academy Inc. in managing Balance Education obtained 45
respondents with the percentage of 90%. Followed by 5
respondents with the percentage of 10%.
 Table 7a
Able to communicate both English and Arabic
Statement indicator Frequency Percentage

Yes 30 90%

No 20 10%

Total 50 100%

Table 7b shows the able to communicate both English and Arabic it shows
the able to communicate both Arabic and English obtained 30 respondent
are able to communicate both Arabic and English with the percentage of
60%. While the 20 respondents are not able to communicate both English
and Arabic with a percentage of 40%.
 Table 8
Schedule for Islamic Subject
Statement indicator Frequency Percentage
2.. ARABIC
Everyday 32 64%
MWF 10 20%
TTH 8 16%
Total 50 100%

This table shows Arabic as an Islamic schedule of everyday got 32 with the percentage of 64%. Followed by the MWF
schedule obtained 10 with the percentage of 20%. Lastly, the TTH schedule got 8 with the percentage of 16%.
Statement indicator Frequency Percentage
1. QUR’AN
Everyday 34 68%
TTH 12 24%
MWF 4 8%
Total 50 100%

This table shows Qur’an as an Islamic schedule of Everyday is got 34 with the percentage of 68%. Followed by the MWF
schedule obtained 12 with the percentage of 24%. Lastly, the TTH schedule got 4 with the percentage of 8%.
 Statement indicator Frequency Percentage
3. HADITH/SEERAH
MWF 30 60%
Everyday 14 28%
TTH 6 12%
Total 50 100%

This table shows Hadith/Seerah as an Islamic schedule of MWF is got 30 with the percentage of 60%. Followed by the
everyday schedule obtained 14 with the percentage of 28%. Lastly, the TTH schedule got 6 with the percentage of 12%.

Statement indicator Frequency Percentage

4. AQEEDAH/FIQH

TTH 33 66%
Everyday 10 20%
MWF 7 14%
Total 50 100%

This table shows Aqeedah/Fiqh as an Islamic schedule of TTH is got 33 with the percentage of 66%. Followed by
the everyday schedule obtained 10 with the percentage of 20%. Lastly, the MWF schedule got 7 with the percentage
of 14%.
 Table 9
Schedule for Non-Islamic Subject

Statement indicator Frequency Percentage

1. ENGLISH
Everyday 40 80%
MWF 8 16%
TTH 2 4%
Total 50 100%
This table shows English as a Non-Islamic schedule of Everyday is got 40
with the percentage of 80%. Followed by the MWF schedule obtained 8
with the percentage of 16%. Lastly, the TTH schedule got 2 with the of
percentage of 4%.
Statement indicator Frequency Percentage
2. MATHEMATICS
Everyday 28 56%
MWF 12 24%
TTH 10 20%
Total 50 100%

Statement indicator Frequency Percentage

3. SCIENCE
Everyday 36 72%
MWF 8 16%
TTH 6 12%
Total 50 100%

Statement indicator Frequency Percentage

4. T.L.E/I.C.T
Everyday 27 54%
MWF 17 34%
TTH 6 12%
Total 50 100%
Statement indicator Frequency Percentage
5. MAPEH
Everyday 26 52%
MWF 14 28%
TTH 10 20%
Total 50 100%

Statement indicator Frequency Percentage

6. FILIPINO
Everyday 24 48%
MWF 18 36%
TTH 8 16%
Total 50 100%

Statement indicator Frequency Percentage

7. A.P
Everyday 32 64%
MWF 10 20%
TTH 8 16%
Total 50 100%
Restatement of the study and methodology
Generally, this study aimed to explore the effectiveness of Sharif Awliya Academy
Inc. in teaching balance education. Specifically, this study sought to answer the following
question: (1) What is the demographic profile of the respondents in terms of; (a) Age, (b)
Civil status, (c) Gender (d) Professional acts; (A) Teacher, (B) Alumni Students.(2) What are
the subject included in the Balance Education? (a) Hadith, (b) Fiqh, (c) Qur’an (d) Aqeedah,
(e) Seerah and (f) Arabic. (3) How are the subject being manage in terms of: (a) Time
allotment, (b) Teaching facilities, (c) Frequency of teaching. (4.) How effective is the
teaching of Balance Education subject in terms of; (a) Arabic, (b) English.
The study utilized the case study design that use the qualitative descriptive
approached in the interpretation. The local of the study is in the Sharif Awliaya Academy
Inc. at Bugawas Datu Odin Sinsuat Maguindanao Del Norte and MSU-Maduindanao at
Dalican Datu Odin Sinsuat Maguindanao Del Norte. The respondents were 50 teachers of
Sharif Awliaya Academy Inc. and a students of MSU-Maguindanao they are selected
through satisfied random sampling method.
 Summary of findings
Based on the data gathered, the following were the summary of findings.
• Majority of the respondents are female with the frequency of 42 or 84% and 8 for male or
16%. The overall total is 50.
• 82% of the respondents are single and 18% of the respondents are married. The overall
total is 100%.
• Majority of the respondents belongs to the age bracket 21-25 years old with the frequency
of 37 or 74% of the total respondents. The age bracket 26-30 years old comes next with a
frequency of 7 or 14% of the respondents. The third age bracket of respondents belong
31-40 years old that has frequency of 2 or 4% of the respondents. The fourth age bracket
41-50 years old has frequency of 2 or 4% of the respondents. The last bracket of 51-70
years old has frequency of 2 or 4% of the respondents.
• In terms of professional acts of the respondents the alumni students are 30 with the
percentage of 60%. The teachers are 20 with the percentage of 40%. The overall total is
50 with the percentage of 100%.
• Based on the date gathered the subject of the Islamic subject for balance education are
Arabic, Qur’an, Hadith, Fiqh, Seerah, and Aqeedah. The Arabic and Qur’an has the same
frequency of 50 or 100% and the Hadith, Fiqh, Seerah, and Aqeedah has the same frequency
of 47 or 94%. The Non-Islamic are English, Math, Science, T.L.E, I.C.T., MAPEH, Filipino
and A.P. with the same frequency of 47 or 94%. The overall total is 50 or 100%.
• The time allotment for Islamic subject for balance education. The time allotment for the
Hadith/Seerah and Aqeedah/Fiqh is 9:40-10:20am with the frequency of 33 or 66% and 35
or 70%. For the Arabic the time allotment is 11:00-11:40am with the frequency of 36 or 72
%. Lastly, the Qur’an has the time allotment of 1:00-1:40pm with the frequency of 26 or
52%. The overall total is 50 or 100%. The time allotment for the Non-Islamic subject for
balance education. The English has the time allotment of 7:20-8:00am with the frequency of
43 or 85%. Math has the time allotment of 8:00-8:40am with the frequency of 37 or 74%
and for the Science has the time allotment of 8:40-9:20am with the frequency of 40 or 80%.
The T.L.E/ICT has the time of 10:20-11:00am with the frequency of 41 or 82%. MAPEH
has the time of 1:40-2:20pm with the frequency of 38 or 76% .Filipino has the time of 2:20-
3:00pm with the frequency of 37 or 74%. Lastly, the A.P has the time of 3:30-4:10 pm with
the frequency of 41 or 82%. Overall total is 50 or 100%.
• Schedule of the Islamic subject for the balance education. Hadith/Seerah has
the schedule of MWF with the frequency of 30 or 60%. For the Aqeedah/Fiqh
the schedule is TTH with the frequency of 33 or 66%. Lastly, the Arabic and
Qur’an has the same schedule of everyday with the frequency of 34 or 68% and
32 or 64%. The schedule for Non-Islamic subject for balance education is every
day. English with the frequency of 40 or 80%. For the Math with the frequency
of 28 or 56%. The science has the frequency of 36 or 72% and MAPEH with
the frequency of 26 or 52% The Filipino has the frequency of 24 or 48%. A.P
with the frequency of 22 or 44%. Lastly, the T.L.E/I.C.T has the schedule of
MWF and TTH with the frequency of 27 or 54% and 12 or 22%.
• Table 6 gathered a total weighted mean of 3.84 in terms of teaching

facilities being effective in teaching balance education

• The table 7a effectiveness of Sharif Awliya Academy Inc. in

managing balance education has the frequency of 45 or 90%.

• The table 7b able to communicate both Arabic and English has the

frequency of 30 or 60%.
Conclusion

Based on the findings of the study the researcher concludes the

effectiveness os Sharif Awliya Academy Inc. in teaching balance education are

mostly good and very efficient.

Furthermore, the researcher conclude that effectiveness of Sharif Awliya

Academy Inc. in managing balanced education has good management in

balancing education to the respondents.

 Recommendation of the study
1.The teaching Balanced Education should promote programs that
helps students to have mentally and physical developed.
2.The respondents of this study must continue their schooling so they
would become professional in the future.
3.The Teachers must proficiently devote their efforts in teaching for
the better learnings of the students.
4.Teaching balance education must be sustained as part of curriculum
of the high school students.
5.It is also recommended to conduct similar to this with different
respondents to evaluate the management of education.
DURING THE SURVEY
SHUKRAN!
ALHAMDULILLAH
THESIS
DEFENDED!