Influence of Parental Support and Teaching Strategies on Pupils’ Academic Performance: Implications for ISAL Program Supervision

Literature indicates that parental support and teaching strategies influence academic performance. The purpose of the study is to determine how parental support and teaching strategies influence the pupils’ academic performance in Islamic Studies and Arabic Language (ISAL) subjects. Parental support serves as reinforcement to ensure positive attitudes and work habits among learners, whereas teaching strategies provide knowledge and skills for them to excel in academic performance. Furthermore, parental support refers to the participation of the parents in the learning of their children, which includes parenting, communicating, volunteering, learning at home, and shared decision-making within the school. At the same time, teaching strategies are tools that teachers use to deliver instruction effectively to learners, involving traditional, collaborative, and social-cognitive methods. ISAL in public schools in the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM) is a core curriculum subject from elementary to secondary level. It is challenging owing to language barriers, curriculum and resource limitations, lack of parental support, and the diverse needs of learners. Despite the difficulty of learning the subject, parental support, teaching strategies, and other factors may assist in the pupils’ learning process as regards the ISAL subject. The statistical population includes selected 100 ISAL teachers assigned in public elementary schools in Bongao, Tawi-Tawi, and selected 200 parents whose children are learners of the ISAL teachers. Survey questionnaires were used to collect the data which were analyzed using the weighted mean and the multiple regression analysis. The findings of this study demonstrated that parental support and teaching strategies had a significant effect, indicating that parents were engaged in their children’s education to a large degree. In addition, learning at home and shared decision-making influence the pupils’ academic performance. At the same time, teachers observed the effect of teaching strategies. Traditional, collaborative, and social-cognitive teaching strategies were found not to influence pupils’ academic performance significantly in ISAL subjects. It is recommended that parents should sustain their full support in their children’s education. This study is significant for education stakeholders and serves as a basis for school administrators, teachers, and parents in designing programs, training, seminars, and activities to improve learners’ academic performance and ISAL teachers’ effectiveness, as well as strengthening the connection of all stakeholders.