Effect of DepEd’s Madrasah Education Program (MEP) Implementation on Classroom Behavior and Academic Performance of Muslim Learners

AUTHOR(S)

Cris Cristiane A. Tumpag

ABSTRACT

This study determined the DepEd’s Madrasah Education program (MEP) implementation and its effect on the academic performance and classroom behavior of Muslim learners. Employing the descriptive-analytical method of research, a standardized survey questionnaire that had undergone validation, reliability, and pilot testing served as the instrument of the study, using the four hundred (400) Muslim learners and one hundred (100) teachers/asatidz of the selected schools of Zamboanga del Norte Division offering Madrasah Education Program (MEP) as a respondent.
The data revealed that the status of implementation of MEP in terms of organization, structure, fiscal adequacy and capability, faculty development, and classroom management as perceived by teachers/asatidz is partially implemented. The status of implementation of MEP in terms of instruction and curriculum is partially implemented but in terms of teachers’ competence is fully implemented as perceived by Muslim learners. Based on the findings the status of implementation is partially implemented and thus yields a positive impact on the Muslim learners’ classroom behavior, hence, it significantly relates to the learners’ academic performance. It’s recommended that an increase in the budget allocation from the government and the generation of more funds from various sources for the sustainability of the program.