International Journal of Multidisciplinary: Applied Business and Education Research
Name: International Journal of Multidisciplinary: Applied Business and Education Research E-ISSN: 2774-5368 DOI: 10.11594/ijmaber Period: Monthly (Since 2021) Indexing and Abstracting: Google Scholar, Crossref, Dimensions, ROAD, Scilit, Garuda, ICI Copernicus, ScienceGate, ISI Indexing, Semantic Scholar, EBSCO and others in progress Partnered with: ReviewerCredits and Publons Publication Guidelines: COPE Guidelines Publisher: Future Science, Malang, Indonesia / FSH-PH Publications, Subic, Zambales, Philippines Founded: 2020 Article Processing Charges 60 USD / Papers. The International Journal of Multidisciplinary: Applied Business and Education Research is peer-reviewed on a monthly basis and publishes full-length papers with a fast review process. It is to enhance the dissemination of knowledge across the multidisciplinary community. We are particularly interested in papers relevant to all disciplines. The editorial board has kept receiving articles that address all areas. Topics: Arts, Business, Economics, and Management; Current Events and Controversial Issues; Education and Social Work; Health Sciences; Humanities; Natural and Physical Sciences; Social Sciences; and Other Relevant Multidisciplinary.
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AI-Generated Affirmations and Self-Confidence among Filipino College Students
Section: Articles Categories: Education and Social Work, Social Sciences Keywords: AI-generated affirmations, College students, Self-confidence, Self-efficacy The growing presence of artificial intelligence (AI) in everyday life has opened new possibilities for supporting psychological well-being, including the use of AI-generated affirmations to strengthen positive self-perceptions. This study investigated whether AI-generated affirmations could influence the self-confidence of Filipino college students. Using a quasi-experimental pretest-posttest control group design, the study involved 280 undergraduate students from a private university in the Philippines. Participants were assigned either to an experimental group that received AI-generated affirmations or to a control group that did not receive the intervention. Self-confidence was measured before and after the intervention using a standardized self-report scale. Data were analyzed through paired-samples and independent-samples t-tests to examine changes within and between groups. Findings showed a significant increase in self-confidence among students who received the AI-generated affirmations, whereas the control group showed no significant change. These results suggest that even brief, automated affirmations may help improve how students view themselves, particularly in relation to confidence. The findings also point to the potential of AI-based tools as accessible and scalable forms of support for student well-being in educational settings. More broadly, the study contributes to the growing discussion on how AI can be used not only for academic tasks, but also for psychological and emotional support among students.
Copyright (c) 2026 Antonio Ponciano Rodil, Kimberly Ann Cantilero, Irish Robin Quinaño, Anna Liza Bustamante, Stephanie Lopez, Kallie Ysavelle Segundo, Jerald Vergara https://creativecommons.org/licenses/by/4.0
AI-Powered Sprite Generation for Visual Novel Games: A Latent Diffusion Model Approach
Section: Articles Keywords: Game development, Generative AI, ISO 25010, Latent diffusion models, Sprite generation, Visual novels Creating character sprites for visual novel games has long been a resource-intensive process, erecting significant barriers for independent developers and small studios. Accessible, high-quality asset generation remains an unmet need—one this study addresses by developing a specialized AI-powered sprite generator built on a Latent Diffusion Model (LDM) fine-tuned with Low-Rank Adaptation (LoRA). Unlike general-purpose image generators, the system is optimized specifically for 2D anime-style character sprites with multiple emotional variants, making it suitable for narrative-driven gameplay. Development followed a seven-phase Agile methodology, and evaluation involved 50 student game developers working against ISO/IEC 25010 software quality standards. Results confirm that the system reliably generates up to nine cohesive emotional variants from a single text prompt, substantially streamlining the asset-creation workflow. User scores indicate strong satisfaction with Functional Suitability (M=3.73), Security (M=3.74), and Usability (M=3.66). Performance Efficiency received a lower rating (M=3.20, Agree), attributable to a generation latency of approximately 2–3 minutes per sprite set—acceptable for final production, but less so for rapid prototyping. Taken together, these findings support the viability of specialized LDM applications as practical tools for democratizing visual game development and empowering collaborative storytelling.
Copyright (c) 2026 Eliza B. Ayo, Pio Honesto Rico Belleza, Aaron Dwayne F. Esmaquel, Edmund N. Lazaro https://creativecommons.org/licenses/by/4.0
Effect of Varying Levels of Fish Amino Acid (FAA) on the Growth and Yield of Yellow Corn (Zea mays L.) in Sulu, Philippines
Section: Articles Categories: Social Sciences Keywords: Fish Amino Acid, Growth, Organic Fertilizer, ROI, Yield, Yellow Corn This study aimed to determine how different amounts of Fish Amino Acid (FAA) affected the growth, yield, and profitability of Yellow Corn (Zea mays L.). The experiment was conducted at the Integrated Farming Production Center in Langtad, Indanan, Sulu, Philippines, at Mindanao State University – Sulu, College of Agriculture, from June 21 to September 25, 2023. Four treatments were analyzed in this research: 350 ml of FAA, 300 ml of FAA, and 250 ml FAA with a control group (without treatment) using Randomized Complete Block Design (RCBD) consisting of three replications. In this case, the FAA was produced from sardine waste with molasses (at a ratio of 1:1) and used in foliar spraying every second week. Measurements of growth included plant height, leaf number and length (table 4), while yield measurements included ear length (with and without husk), total number and weight per unit area for harvested ears, as well as return on investment (ROI).
Copyright (c) 2026 Muksidal Lakibul Hasim, Alwajir O. Tuttuh, Nedzfa Abdurahman Ahajani, Neriza J. Kiram, Abey K. Sobrepeńa, Rasmalyn Sarahan Samla, Amrija A. Saradi, Mohammad Jamal A. Saradi, Fatima Sheirene M. Marajuli https://creativecommons.org/licenses/by/4.0
Stress and Coping Theory: Experiences of Designated Teacher-Counselors Supporting Sexual Violence Victims
Section: Articles Categories: Education and Social Work Keywords: Coping strategies, Institutional support, Sexual violence, Teacher-counselors, Trauma-informed care This article examines the experiences of designated teacher-counselors in secondary schools within the Milagros District, focusing on their role in supporting student survivors of sexual violence. The study used narrative inquiry to illustrate how teacher-counselors navigate emotionally charged situations, frequently developing close, sympathetic relationships that put them under psychological stress. One recurrent narrative stood out as emblematic, highlighting the conflict between individual dedication and structural constraints, including poor training, ambiguous function definitions, and minimal institutional support. In the absence of structured mental health services, the analysis exposes how teacher-counselors rely on informal coping mechanisms, challenging widely held beliefs about school-based care. Some contend that although these spontaneous reactions show resiliency, they also highlight the urgent need for official, trauma-informed infrastructure. The study presents deeper concerns about how schools define care roles and how equipped they are to assist those who provide care for others.
Copyright (c) 2026 Delon Angelo L. Deka Cruz, Elreen Aguilar-Delavin, Jonnie L. Pautan https://creativecommons.org/licenses/by/4.0
Enhancing Numeracy Skills of Remedial Class Learners Through Multisensory Learning Strategies: An Action Research
Section: Articles Categories: Education and Social Work Keywords: Action research, Mathematics education, Multisensory strategies, Numeracy skills, Remedial class This action research aimed to enhance the numeracy skills of Grade 9 remedial learners at a high school in Iloilo Province through multisensory learning strategies. Recognizing the persistent struggles in mathematics among the remedial learners, the researchers implemented a three-week intervention using three distinct approaches: tactile learning through manipulatives, audiovisual learning through educational videos, and kinesthetic learning through movement-based games. Sixteen identified remedial learners participated in activities that engaged multiple senses to make abstract concepts more concrete and accessible. Assessment results showed a clear before-and-after improvement in numeracy performance, from a Week 1 baseline mean score of 14.44/40 (36.10%) to a Week 3 post-intervention mean score of 32.88/40 (82.20%), with kinesthetic activities yielding the highest impact—100% of learners scoring 50% and above by the end of the intervention (compared with 18.75% in Week 1 and 56.25% in Week 2). Student interviews confirmed that games, visual presentations, and active participation improved engagement, comprehension, and enjoyment. Simple incentives like snacks and sticker-based attendance cards further boosted motivation and consistent attendance. The data analysis highlighted that engaging multiple senses supports differentiated instruction, improves learning outcomes, and fosters a more inclusive and interactive environment for struggling learners. The study recommends regular integration of multisensory learning strategies, particularly kinesthetic learning strategy through movement-based games, in remedial instruction, along with incentives that sustain student interest. This research provides practical and evidence-based insights for educators seeking to transform traditional math instruction and support diverse learning needs in remedial settings.
Copyright (c) 2026 Julie Ann C. Dela Cruz, Ralph Michael B. Condino, James Paul M. Sombilon, Jushua T. Tabasa, Roberto G. Sagge, Jr. https://creativecommons.org/licenses/by/4.0
Enhancing Pre-service Teachers’ Procedural Fluency and Adaptive Reasoning in Trigonometry
Section: Articles Categories: Education and Social Work Keywords: Content knowledge, Creative problem-solving, Mathematical proficiency, Pre-service mathematics teachers, Productive struggle This study examined the effects of Productive Struggle–Driven Creative Problem-Solving (PSD-CPS) instruction on the procedural fluency and adaptive reasoning of pre-service mathematics teachers in a trigonometry course at a public university in Malolos City, Bulacan. Using an embedded mixed-methods design, quantitative data from a quasi-experimental approach and qualitative data from reflective logs, observations, and focus group discussions were analyzed. Results showed significant posttest gains in both control and experimental groups. While procedural fluency gains were moderate, PSD-CPS instruction greatly enhanced adaptive reasoning. Participants positively perceived PSD-CPS as effective in improving their trigonometric understanding.
Copyright (c) 2026 Louis Robert C. Sison https://creativecommons.org/licenses/by/4.0
Migrant Filipino Workers: Impact on the Values Orientation of College Students with OFW Mothers
Section: Articles Categories: Education and Social Work, Social Sciences Keywords: College students, Emerging adulthood, Maternal labor migration, Overseas Filipino Workers (OFW), Philippines, Transnational families, Values orientation Maternal labor migration has become a defining feature of Filipino family life, reshaping caregiving arrangements and developmental contexts for children left behind. While economic benefits are well documented, less is known about how prolonged maternal absence influences the values of young people in emerging adulthood. This study examined the values orientation of college students with Overseas Filipino Worker (OFW) mothers within a transnational family context. Guided by Bronfenbrenner’s Ecological Systems Theory and Schwartz’s Theory of Basic Human Values, the study employed a qualitative descriptive design using open-ended written responses collected through an online questionnaire and analyzed using thematic analysis. Eight first-year college students whose mothers had worked overseas since early childhood were purposively selected from a private higher education institution in the Philippines. Five interrelated themes emerged: material stability amid emotional scarcity, accelerated independence and self-reliance, emotional distance and adaptive relational patterns, school engagement as responsibility rather than attachment, and future orientation shaped by sacrifice and aspiration. The findings indicate that maternal migration reorganizes students’ value systems, heightening the salience of independence, resilience, duty, and achievement while sustaining strong family-oriented commitments. Rather than uniformly impairing development, maternal absence prompts adaptive negotiation between loss and opportunity. The study underscores the need to view children of migrant mothers as active agents who construct moral meaning within altered family ecologies and highlights the importance of supportive interventions for transnational Filipino families.
Copyright (c) 2026 Kimberly Ann S. Cantilero, Gerald A. Escleto, Charity F. de Luna, Rainier S. Ladic, Mark Ivhan B. Arceo, Chiqui C. Patio, Armand Vincent A. Sese, Venessa Charm N. Miclat, John Ezequel V. Murillo, Antonio Ponciano L. Rodil https://creativecommons.org/licenses/by/4.0
Academic Hardiness, Stress, And Self-Efficacy in Relation to Career Goals Discrepancy of Pre-Service Teachers: A Path Analysis
Section: Articles Categories: Education and Social Work, Humanities, Social Sciences Keywords: Academic Hardiness, Career Goal Discrepancy, Path Analysis, Pre-service Teachers, Self-efficacy, Students' Stress This study is a quantitative inquiry aimed at testing a predictive model on career goal discrepancy among pre-service teachers (PSTs) in State Universities and Colleges (SUCs) in the Davao Region. A convenience sampling method was used to collect data from the PST sample. A survey questionnaires containing standardized scales were used to collect data. Results of the study showed that there was a high level of academic hardiness, a low level of academic stress, a high level of self-efficacy, and a moderate level of career goal discrepancy among the PSTs. The best-fitting path model indicated an indirect effect of self-efficacy and academic hardiness on career goal discrepancy. Self-efficacy and academic hardiness both negatively predicted academic stress which in turn positively predicted other types of stress such as physical and environmental stress.
Copyright (c) 2026 Prospero B. Genosas III, Rustum A. Salvaña https://creativecommons.org/licenses/by/4.0
Teachers’ Readiness, Attitude, and Perceived Challenges Toward Generative AI Integration in Science Teaching
Section: Articles Categories: Education and Social Work Keywords: AI integration, Attitude toward AI, Generative AI, Level of readiness, Perceived challenges, Professional development This descriptive research is focused on teachers’ level of readiness, attitude, and perceived barriers in Generative AI integration in science teaching. It was carried out in every public Junior High Schools under the Schools Division of Ilocos Norte (SDOIN). Through total enumeration, 160 science teachers who were at least three (3) years in the service during the School Year 2025-2026 were the respondents for this study. A survey questionnaire adapted from Alshorman, (2024), which employed a four-point Likert scale, was used as the research instrument to gather quantitative data on the level of readiness, attitudes, and perceived barriers. The data gathered were analyzed using weighted mean. Results revealed a high self-perceived competence in AI (M=3.10) and adequate access to resources (M=2.64). However, formal professional development remains a critical gap (M=2.42), with only 14.4% of respondents having attended AI-specific training. Teachers’ attitude toward Generative AI integration is high, signifying that they consider Generative AI to be helpful and useful in science teaching. In contrast, teachers perceive a high number of barriers in integrating Generative AI in science teaching. Overall, the findings emphasize the need for professional development and institutional support to address existing barriers and further strengthen the effective integration of Generative AI in science teaching.
Copyright (c) 2026 Diana Marce A. Valenciano, Lilibeth G. Abrogena https://creativecommons.org/licenses/by/4.0
Stakeholders’ Perceptions of IFSU VMGO, COE VMG, and BEEd Program Objectives
Section: Articles Categories: Management, Education and Social Work, Social Sciences Keywords: Bachelor of Elementary Education (BEEd), College of Education (COE), Core values, Ifugao State University (IFSU), Philippines, Vision, Mission, Goals, and Objectives (VMGO) Universities depend on a coherent framework that offers direction and guide their daily operations. This framework is usually anchored in a clearly articulated vision, mission, goals, and objectives (VMGO), including core values. Their effectiveness, however, are influenced by the stakeholders’ views and experiences, as they are the ones who are most affected. The current undertaking therefore aimed to assess the stakeholders' perceived levels of awareness, understanding, acceptability, relevance, and attainability of the VMGO and the core values of Ifugao State University (IFSU). It included the VMGO of the College of Education (COE) and the Bachelor of Elementary Education (BEEd) Program of the IFSU - Tinoc Campus. The congruence among the university VMGO, college VMG, and program objectives was likewise examined. Using a descriptive research design, the study employed a survey questionnaire to collect quantitative data from the total population of 558 internal and external stakeholders. Results reveal that stakeholders were highly aware and generally perceived the university VMGO and core values, as well as the college VMG and program objectives, as understandable, acceptable, relevant, and attainable. Internal stakeholders consistently reported higher levels of awareness and understanding, while external stakeholders recognized the program's practical alignment with the university's overarching goals. The high level of perceived congruence between the university, college, and program VMGOs demonstrates strong integration and coherence across institutional levels. However, variations in perception underscore the need for continuous evaluation, communication, and integration of stakeholder feedback to enhance institutional effectiveness.
Vision, Mission, Goals, and Objectives (VMGO)
Copyright (c) 2026 Peter Paul Canuto, Yuvimin Lumidao, Elpidio Jr. Basilio, Marites Choycawen, Deborah Lumecio https://creativecommons.org/licenses/by/4.0
A Bibliometric Analysis of Research Trends in Guidance Office Support Systems
Section: Articles Categories: Education and Social Work, Social Sciences Keywords: Counseling and Academic Advising, ce Office Support Systems, Mental Health Support, Student Support Services This study presents a bibliometric analysis of the research on guidance office support systems to better understand the emerging trends in this field. At this point, a more developed technology, guidance office support systems show importance in addressing the needs of students, even in terms of academic, personal, and well-being of students, making it a need to examine how research in this field is being discussed and evolves over time. With the use of the Scopus database, 293 documents were collected, but it decreased to a total of 288 documents after they were cleaned by removing duplicates and Using TRIM() Function to unwanted spaces in Excel. The cleaned dataset with 288 documents was analyzed using the Bibliometrix package in R Studio. The Biblioshiny interface was used to generate the bibliometric indicators and visualizations, which include keyword networks, institutional productivity charts, and citation analysis, which helps to identify the major research themes and publications within the dataset. For the analysis of the dataset, Most Relevant Affiliations, Most Global Cited Documents, Word Cloud, and Density Co-occurrence Network are used to understand how the field has evolved over time. Results show that research interest in digital support for guidance offices is steadily increasing, with leading institutions consistently producing studies related to guidance office support systems.
Copyright (c) 2026 Kizea Bien S. Igaya, John Vincent F. Tiu, Mark Ivan J. Villaster, Jennifer P. Solis https://creativecommons.org/licenses/by/4.0
Patterns and Extent of Generative AI Use Among College Students: A Demographic-Based Quantitative Analysis
Section: Articles Categories: Education and Social Work, Social Sciences Keywords: Academic Use, AI Tools, Generative AI, Higher Education, Student Engagement This research investigated the trends and levels of generative artificial intelligence (AI) application among the students of the Bachelor of Science in Information Systems (BSIS) at Carmen Municipal College in the Academic Year 2025 to offer a localized approach to a Philippine-based context of higher education. Data was gathered aligned with descriptive quantitative design, 389 respondents (72.6% response rate) were surveyed using a standardized questionnaire and analysed with descriptive statistics and non-parametric tests. It has been found that the most common types of tasks by which students use generative AI are academically related and efficiency-based, namely, completing homework, brainstorming, seeking advice, and brainstorming, with an average usage of 3.15, meaning that AI is a facilitating learning tool, not an alternative to learning on their own. Inferential statistics showed that the difference in perceived AI influence was statistically significant among genders (U = 16,654, p =.047), year level (H (2) =11.40, p =.003), and age (H (4) = 9.95, p =.041), which means that perceived AI influence is different among the demographic groups in the institution. In contrast to the previous research that tends to generalize the application of AI by students in a larger context, the given study notes the patterns of its usage as conditioned by academic level and demographics of learners in a particular institutional environment. The findings can be used as context-specific information that can be used to develop evidence-based policies, AI literacy-focused programs, and responsible integration strategies in other similar public institutions of higher education.
Copyright (c) 2026 Neil S. Pelino, Junry P. Bacalso, Jellow S. Painagan, Jennie Rose J. Dapar https://creativecommons.org/licenses/by/4.0
A Meta-Analysis of the Impact of Game-Based Approaches on Affective and Psychomotor Learning Outcomes in Mathematics Education: Evidence from the Davao Region, Philippines
Section: Articles Categories: Education and Social Work Keywords: Affective Learning, Educational Games, Learner Engagement, Mathematics Instruction, Meta-analysis, Psychomotor Domain Although there is a growing interest in the implementation of game-based learning within mathematics education due to its promise of promoting affective and psychomotor learning, research has predominantly concentrated on reported cognitive gains. It is therefore essential to explore further the impact of such approaches on learners in order to ensure that all domains of learning are addressed. The current study therefore aims to synthesise findings from within the Davao Region, Philippines, focusing specifically on affective and psychomotor learner outcomes associated with the use of games. An ex post facto meta-analytic design was used to explore the impact of game-based approaches on affective and psychomotor learner outcomes. A comprehensive search strategy was used to identify relevant published and unpublished quasi-experimental studies that had reported effect sizes pertaining to affective and psychomotor learning from a range of educational settings within the region, including higher education institutions and Department of Education repositories. Four studies met the inclusion criteria, with six effect sizes being incorporated into the analyses. Findings from the meta-analyses revealed a large positive effect associated with the use of games for affective learning, with no studies detected which specifically reported on psychomotor learner outcomes. High levels of between-study variance prompted the use of random-effects models, while no publication bias detected assessed through statistical and graphical techniques.
Copyright (c) 2026 Orville J. Evardo Jr., Derren N. Gaylo https://creativecommons.org/licenses/by/4.0
Beyond the Signal: Communal Tethering as a Framework for Authentic Communication in Archipelagic Asynchronicity
Section: Articles Categories: Education and Social Work Keywords: Archipelagic Asynchronicity, Communal Tethering, Digital Bayanihan Dynamics, Mediated Communication, Philippine Education, Relational Fluency The Philippine educational landscape in 2026 continues to reflect a persistent tension between the demand for real-time synchronous learning and the structural realities of intermittent internet connectivity across an archipelagic nation. This conceptual review develops Communal Tethering as a culturally grounded framework for understanding authentic communication in contexts characterized by what this study terms Archipelagic Asynchronicity. Using a narrative synthesis approach guided by Popay et al. (2006), the study examined 42 peer-reviewed articles and policy documents published between 2020 and 2026, sourced from Scopus, ERIC, Google Scholar, and official repositories of UNESCO, the Department of Education (DepEd), and the Commission on Higher Education (CHED). Through thematic mapping, the analysis identifies recurring patterns in which intermittent connectivity, rather than functioning solely as a limitation, creates opportunities for reflective engagement and localized meaning-making. These conditions are sustained through what this study conceptualizes as Digital Bayanihan Dynamics, wherein culturally embedded practices of mutual support enable continuity in learning despite technological fragmentation. The paper contends that authentic communication in resource-constrained environments depends less on constant connectivity and more on relational permanence. By shifting the focus from speed-centered models to culturally grounded relational frameworks, this study offers both theoretical and practical contributions to English Language Teaching and mediated communication in Global South contexts.
Copyright (c) 2026 Gerum Quiming https://creativecommons.org/licenses/by/4.0
Elaboration–Fluency Cognitive Activation Theory of Creative Thinking in Mathematics Performance: Evidence from Structural Equation Modeling
Section: Articles Categories: Education and Social Work Keywords: Creative thinking, Elaboration, Fluency, Mathematics performance, Mediation, Structural equation modeling ive thinking is widely recognized as essential for mathematics learning; however, the structural mechanisms linking its domains to mathematics performance remain insufficiently understood. This theory-building study investigated the relationship between the domains of creative thinking and mathematics performance among junior high school learners. Using a quantitative, non-experimental design, data were collected from 300 Grade 9 learners in the Tugbok District, Division of Davao City, Philippines. Creative thinking was operationalized using a researcher-developed 16-item instrument that assessed four domains: fluency, flexibility, originality, and elaboration. The instrument is an open-ended questionnaire requiring respondents to generate varied responses, which were evaluated using teacher-scored rubrics. Fluency was measured by relevant ideas produced to solved the problems; flexibility by the diverse of solution of strategies used; originality by the uniqueness with valid reasoning of responses; and elaboration by the level of explanation, clarity of ideas, and completeness of mathematical steps used. Mathematics performance was obtained from official academic records. Structural Equation Modeling (SEM) was fit to utilize for testing multiple hypothesized models and identify which among the models is the best-fitting structural representation of these relationships. Results showed that elaboration do not significantly predict mathematics performance but indirectly significant when both the elaboration and mathematics performance is linked with fluency.
Copyright (c) 2026 Jackie V. Borres, Jay Fie P. Luzano https://creativecommons.org/licenses/by/4.0
Emergent Innovative Mathematics Pedagogies in Contemporary Education: Foundations Towards the Development of a Pedagogical Framework
Section: Articles Categories: Education and Social Work Keywords: Inclusive Mathematics Education, Innovative Mathematics Pedagogies, Mathematics Teaching Practices, Pedagogical Framework, Phenomenological Research There is a growing need for more innovative approaches to teaching mathematics in classrooms worldwide. Teachers are expected to deliver pedagogies that cater to diverse learners, engage them in meaningful mathematical learning, and provide access to opportunities for all students to succeed in mathematics. This study sought to explore the lived experiences of teachers in implementing innovative mathematics pedagogies (IMP) and examine the foundations for the development of pedagogical framework that could guide other educators in teaching mathematics. This transcendental phenomenological study investigated senior high school mathematics teachers from public secondary schools in Region XI (Davao Region), Philippines, identified for their instructional innovations. Participants in the study were 10 purposively selected senior high school mathematics teachers. In-depth interviews were used as the research methodology to collect in-depth narratives of teachers’ lived experiences with IMP. Findings from the study provided insight into IMP from the teachers’ perspectives. Three main themes, Mathematical Engagement, Mathematical Representation, and Mathematical Action and Expression were found to characterize innovative teaching of mathematics. These themes included 14 subthemes, including game-based, contextualized, peer-based, project-based and experiential learning for mathematical engagement. Mathematical representation includes differentiated, technology-enhanced, use of SIMs, and asynchronous learning. Consequently, inquiry-based, assessment-based, problem-based, reflection-based, and remediation and enrichment math learning compose mathematical action and expression. These themes and subthemes collectively provide insight into teachers’ instructional practices used to engage students in mathematical learning.
Copyright (c) 2026 Jovito B. Crodua Jr., Jay Fie P. Luzano https://creativecommons.org/licenses/by/4.0
Relationships of Parental Involvement to Students’ Mathematics Attitude and Performance
Section: Articles Categories: Education and Social Work, Social Sciences Keywords: Mathematics attitude, Parental involvement, Performance, Relationships Parental involvement remains an underexplored factor in understanding students’ attitudes and performance in mathematics at the tertiary level. This study aimed to explore the relationships of parental involvement to students’ mathematics attitude and performance. Utilizing a descriptive-correlational research design, data were gathered from 142 first-year students at Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture and Technology (DEBESMSCAT) Cawayan Campus through the Parental Involvement Scale and the Students’ Attitude Towards Mathematics Questionnaire. Descriptive statistics and Spearman's rank correlation coefficient were used to analyze the data. Findings showed that parental involvement among respondents was at a moderate level (M=12.81), students exhibited a neutral attitude towards mathematics (M=3.31), and their performance in the subject was good (M = 87.8). The analysis did not reveal a significant correlation between the level of parental involvement and students’ attitudes towards mathematics (<!-- [if gte msEquation 12]><m:oMath><m:r>ρ</m:r><m:r>=.07, </m:r></m:oMath><![endif]--> <span lang="EN-US" style="font-size: 11.0pt; line-height: 107%; font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 'Times New Roman'; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi; position: relative; top: 3.0pt; mso-text-raise: -3.0pt; mso-font-kerning: 0pt; mso-ligatures: none; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> p= .41). However, a significant positive correlation was identified between parental involvement and students’ performance in mathematics (<!-- [if gte msEquation 12]><m:oMath><m:r>ρ</m:r><m:r>=</m:r></m:oMath><![endif]--> <span lang="EN-US" style="font-size: 11.0pt; line-height: 107%; font-family: 'Calibri',sans-serif; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 'Times New Roman'; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi; position: relative; top: 3.0pt; mso-text-raise: -3.0pt; mso-font-kerning: 0pt; mso-ligatures: none; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> .23, p= .01). In light of these findings, the study suggests that to improve students' performance in mathematics, parents may adopt a supportive role that also encourages independence. Educators are encouraged to implement engaging, student-centered teaching methods, while schools should enhance communication and involvement initiatives between parents and teachers. Future research is recommended to explore additional factors that may affect students’ attitudes and academic success in mathematics.
Copyright (c) 2026 Richel B. Rabas Rabas, Rocel A. Turco, Ramir G. Pacheco https://creativecommons.org/licenses/by/4.0
Tuber Yield of Radish (Raphanus sativus L.) as Affected by Different Frequencies of Hydroponic Waste Nutrient Solution Application
Section: Articles Categories: Natural and Physical Sciences Keywords: Circular agriculture, Lahar-laden soil, Radish, Tuber yield, Nutrient reuse, Waste nutrient solution In this study, the tuber yield of Radish (Raphanus sativus L.) was explored under lahar-laden soil conditions treated with hydroponic waste nutrient solution at a different frequency. The experiment was arranged in a randomized complete block design (RCBD) with 4 treatments and 3 replications at Lahar-laden Technology Demonstration Area, President Ramon Magsaysay State University, San Marcelino Zambales. T1 (no application; control), T2 (once a week), T3 (twice a week) and T4 (thrice a week). Traits such as tuber length, tuber diameter, tuber weight (per plant), and tuber yield (per m2) were measured; means of treatments were then subjected to analysis of variance (ANOVA) followed by mean comparison test with Tukey's Honestly Significant Difference Test. Rank in root tuber yield in all variables brevity of similar treatments had a P ⟨ 0.001 significant effect on root tuber yield. The first rank in maximum tuber length (21.40 cm), tuber diameter (45.03 mm), tuber weight per plant (132.09 g) and yield (6.60 kg/m2) recorded at T4 level remained higher than other treatment units however the difference was found statistically significant up to 0.05% level of significance. T3 the next highest, and control had the lowest. Mean tuber weight per plant and yield (kg/m2) showed an obvious dose-response relationship with significant differences among means between all treatments. Based on the results, the application of hydroponic waste nutrient solution more frequently can significantly improve radish production, and applying hydroponic waste nutrient solution three times a week was the best treatment from this study.
Copyright (c) 2026 Ronel S. De Guzman, Justine Gabriel H. Coronel, Maybelyn P. Dumlao, Reinz E. Grimaldo, Joyce Ann C. Revasto https://creativecommons.org/licenses/by/4.0
A Descriptive Study on the Effectiveness of the Scan-and-Learn Mobile Application in Enhancing Knowledge, Skills, and Engagement in Technical and Vocational Education
Section: Articles Categories: Social Sciences Keywords: Descriptive quantitative research, Educational innovation, Interactive learning, Learner engagement, Mobile-assisted instruction This study examines the effectiveness of the Scan-and-Learn Mobile App in enhancing Grade 7 students’ learning outcomes in Technical and Vocational Education (TVE), focusing on their knowledge and skills related to kitchen tools and equipment. The research addresses the challenge of limited access to physical resources in schools by exploring how mobile learning technology can support teaching and learning in resource-constrained environments. Using descriptive research methods, data were collected from 71 student respondents through surveys that included both closed-ended and open-ended questions. The responses were analyzed using weighted means to evaluate the app’s impact across five components: knowledge, skills, engagement and motivation, perceived usefulness, and satisfaction. The findings reveal that the app significantly improves students’ knowledge and understanding of kitchen tools, as well as their practical skills in operating kitchen equipment. Students report high levels of engagement and motivation, emphasizing the app’s interactive features, such as step-by-step instructional videos and scanning tools, as key factors in making learning enjoyable and effective. The app is also perceived as a highly useful supplementary tool for reinforcing classroom learning, providing quick access to information, and fostering independent study. However, the study notes that while the app enhances understanding and skill development, hands-on practice is essential to further improve students’ ability to apply their skills accurately in real-world scenarios. The study concludes that the
Copyright (c) 2026 Regie Boy B. Fabro, Shanyna Jade A. Tambio https://creativecommons.org/licenses/by/4.0
Assessing the Influence of Social Media Food Vlog Content on Students’ Sustainable Food Waste Management Practices: A Mixed-Methods Approach
Section: Articles Categories: Social Sciences Keywords: 3Rs Practices, Environmental Awareness, Food Vlog Content, Food Waste Management, Social Media, Sustainability This study examines the influence of social media food vlog content on students’ attitudes and practices regarding sustainable food waste management and the 3Rs (Reduce, Reuse, Recycle) in a public secondary high school in the Ilocos Region, Philippines. Food waste is a significant issue in the country, particularly in schools, where large student populations contribute to the problem. With the growing use of social media among Filipino students, this research explores its potential as a tool to promote sustainable food waste management practices. A mixed-methods approach was employed, collecting data from 66 Senior High School students through surveys and focus group discussions. Quantitative data was analyzed using descriptive statistics and Pearson’s correlation to examine the relationship between students’ exposure to social media content and their 3Rs practices. Thematic analysis of qualitative data explored emotional and motivational factors influencing behavior. Results show that students are moderately exposed to sustainability-related social media content, with platforms like Facebook, TikTok, and YouTube as primary sources. Social media content creators positively shape students’ attitudes, increasing awareness, motivation, and confidence. However, students’ engagement often remains passive, with a gap between awareness and consistent 3Rs practices. Emotional and motivational factors, such as feelings of inspiration, guilt, peer influence, and a desire to make a difference, are key drivers of sustainable behavior.
Copyright (c) 2026 Regie Boy B. Fabro, Divina Paula J. Rios https://creativecommons.org/licenses/by/4.0
From Data to Awakening: A Seven-Level Typology for Transformative Research Aligned with the United Nations Sustainable Development Goals
Section: Articles Categories: Social Sciences Keywords: Awakening Insights, Community-Based Research, Empowerment, Intentionality, Research Typology, Transformative Practice, Visionary Inquiry This paper presents a seven-level typology of research results (descriptive, interpretative, prescriptive, reflective, generative, transformative, meta-transformative) so that we can understand scholarly depth and impact. Fluid and interdependent, these levels guide research from observation to social change. Inspired by the ambitious goals of the United Nations Sustainable Development Goals, this typology suggests that research has to go beyond technical rigor to a higher ethical and human level. It is a way to question the level of evidence and conceptual depth that is necessary for researchers to bring data to life and to help them to view research as a pathway to creating a just, inclusive society for a sustainable planet. In sustainability, education, and health, research is transforming from something that is just to be right and just to be good as well as transformative. If one wants to frame inquiry as a recursive and sacred activity, then in this model it also creates the notion that research can reveal truths, empower communities and open up new opportunities in every field and culture and it is how research is to illuminate truths and to inspire communities and new possibilities in disciplines and cultures.
Copyright (c) 2026 Peter G. Narsico https://creativecommons.org/licenses/by/4.0
Factors Contributing to Absenteeism Among 4ps Beneficiary-Students in Selected Elementary Schools, Can-Avid District
Section: Articles Categories: Social Sciences Keywords: 4Ps Beneficiary-Students, Absenteeism, Health Conditions, Parental Education, Parental Involvement Attendance Patterns This study investigates absenteeism among 4Ps beneficiary-students in selected elementary schools, Can-avid District, that focus on factors influencing attendance patterns. The research aims to identify key factors impacting absenteeism, understand their implications, and propose targeted solutions for improving attendance and improve academic performance of students. Through a quantitative-descriptive correlational design, data was collected on attendance levels, parental education, distance to school, health conditions, and parental involvement. The analysis revealed a positive commitment to education among students, with high attendance rates emphasizing a conducive learning environment. Significant positive correlations were found between parental education, health conditions, and parental involvement with attendance patterns, highlighting their crucial impact on student attendance. Contrarily, distance to school showed a non-significant correlation with attendance rates. The study underscores the significance of parental support, health considerations, and a supportive learning environment in promoting positive student attendance and academic outcomes. Recommendations include enhancing parental education programs, implementing health support initiatives, and strengthening parental involvement strategies to improve attendance rates and foster academic success. This research provides valuable insights for stakeholders, including the Department of Education, school administrators, teachers, students, parents, community members, and future researchers, aiming to address absenteeism effectively among 4Ps beneficiary-students.
Parental Involvement Attendance Patterns
Copyright (c) 2026 Jessica L. Hicao, Mary Rose D. Irasga, Juvy Cris A. Hobayan, Jofrelyn B. Adina, Ester A. Baldelobar, Rhea Rose J. Goden, Jill C. Diaz, Ailyn C. Busa, Rosechill D. Hobayan, Juanito E. Lascano Jr., Janice Dyan G. Quiloña https://creativecommons.org/licenses/by/4.0
Exploring the Laboratory Equipment Status in Public Remote Schools: Basis for a Strategic Laboratory Development Plan
Section: Articles Keywords: Hands-on learning, Ilocos Norte, Laboratory equipment, Public schools, Remote secondary schools, Resource availability, Science education, Science instruction, Teacher strategies This study looked into the status of laboratory equipment in the facilities of public remote secondary schools in the Schools Division of Ilocos Norte for the 2025–2026 academic year and in particular the lack of laboratory equipment. An inquiry of a case study research design using a mixed-methods method was carried out. Researchers recruited 50 science teachers from 20 distant secondary schools to participate in the study by using purposive and census sampling. An adapted survey questionnaire and checklist adapted from DepEd Order No. 118, s. 2009 the study purposely sampled teachers, comprising more than five years’ experience and related training, in science teaching. Descriptive statistics including frequency counts and percentage analyses, as well as thematic analysis, were employed to analyze data as described by Braun and Clarke (2016). The results of this study demonstrated the notable lack of primary laboratory materials, such that several of the key items were found to be totally missing in all the schools identified. In contrast, most studies found cheap laboratory materials that only served the regular tasks were available. Such deficiencies limit access to hands-on experimentation, real world experience and hands-on science lessons that impact students’ engagement and the acquisition of fundamental skills. Thus, the results underline a need for targeted interventions to supplement the provision of equipment, chemicals, and models not only to prepare teachers but also to reinforce science training within schools at a distance and assure students get an opportunity for laboratory training.
Copyright (c) 2026 Archie C. Madarang, Lilibeth G. Abrogena https://creativecommons.org/licenses/by/4.0
Personality Traits and Job Satisfaction among Provincial Paid Teachers in Borongan City Division: Input to Personality Development Intervention
Section: Articles Categories: Current Events and Controversial Issues, Social Sciences Keywords: Job Satisfaction, Intervention Development, Personality Traits, Provincial Paid Teacher This study determined the provincial paid teachers’ personality traits and job satisfaction for the purpose of utilizing research results in policy and intervention development. The study employed a quantitative approach, gathering information from purposive sampling of 36 provincial paid teacher in Borongan City Division through Big Five Personality Traits and teacher job satisfaction questionnaire survey method. Mean score was used to describe personality traits and level of job satisfaction, likewise the Spearman’s Rho determine correlational analysis on significant relationship exists between specific personality traits and job satisfaction. The findings show on respondents’ personality traits in terms of openness, extroversion, and neuroticism got a mean score 3.40, 3.29, and 2.90 with moderate level, respectively. While, conscientiousness and agreeableness got a mean score 3.60 with high level of personality traits of the respondents. The level of job satisfaction got a high level with 3.81 mean score. Moreover, it was found that conscientiousness has a very strong positive relationship with teacher job satisfaction, while, agreeableness and extroversion were both found to have strong positive correlation with teacher job satisfaction. Therefore, reject the null hypothesis that stated that there is no significant relationship between job satisfaction and personality traits of respondents, specifically: agreeableness, conscientiousness, extroversion, openness, and neuroticism. The results show how crucial the provincial paid teachers to continually develop and encouraged their traits that reflect conscientiousness such as thoughtfulness, good impulse control, and display strong goal-directed behaviors.
Copyright (c) 2026 Angela S Adlawan, Flor Janine A. Glino https://creativecommons.org/licenses/by/4.0
Online Fraud Risk and Its Impact on Student Trust in Digital Financial Services
Section: Articles Categories: Social Sciences Keywords: College students, Customer trust, Digital banking, Online banking apps, Online financial services, Perceived fraud risk, User behavior In this study we have investigated the impact of digital financial risk perception on customer trust in digital financial services on students at a university in Cebu City of the Philippines. As people increasingly depend on e-wallets and mobile banking to transact daily business, it is important to learn how fraud awareness influences their trust. We have used a quantitative correlational design and conducted a Likert scale survey on 310 students. The Likert scale is not too reliable (Cronbach’s α = 0.778) but students found online fraud to be a serious and growing problem (M = 3.37). However, they trusted digital financial services (M = 2.92). Simple linear regression revealed that perceived online fraud risk is not a strong predictor of customer trust (R² = 0.003 and p = 0.34), indicating that fraud awareness is not responsible for all the variation in trust. These results suggest that students are more trusting in functional trust (convenience, usability and platform performance) than in perceived safety. Despite high-risk awareness, students continue to use digital financial services because those services are essential to daily life. This finding indicates that service providers need to better serve the customers when it comes to platform reliability, user experience and customer support as these properties seem to be more important in maintaining trust than perceived fraud risk. Future research should also look at user satisfaction, digital literacy and actual fraud experience and longitudinal design to track how trust changes with changing digital practices.
Copyright (c) 2026 Kathleen Grace M. Lauron, Brigette Rose E. Malinao, Chris James T. Detecio, Edward Louie Y. Abejero, Patricia Andrea A. Genon, Paulino Jr. F. Abarquez, Ryan B. Malubay, Peter G. Narsico https://creativecommons.org/licenses/by/4.0
Learning Module: Its Effects on Learning Competencies in Edukasyon sa Pagpapakatao 2
Section: Articles Categories: Education and Social Work Keywords: Edukasyon sa Pagpapakatao, Learning competencies, Learning module This study determined the effectiveness of the learning module (LM) and the enhancement of the learning competencies of Grade 2 pupils in Edukasyon sa Pagpapakatao (EsP), in Naga Central School I, School Year 2023-2024. The descriptive-comparative method was used. There were 30 Grade 2 pupils in Naga Central School 1 who were involved in the study. Researcher-made test and evaluation-checklist were used to gather data. Mean, Standard deviation, Weighted Mean, Proficiency Level, t-test for dependent samples, and Cohen’s d were used to treat the data gathered. Conclusion drawn were: (1) the status of Learning Competencies of Grade 2 pupils in Edukasyon sa Pagpapakatao (EsP) along the K-12 Curriculum Guide showed Approaching Proficiency; (2) the design of the learning module played a crucial role in fostering an engaging and comprehensive educational experience; (3) the crafted learning module had a very high validity in terms of face, construct, and content; (4) the implementation of the learning module in Edukasyon sa Pagpapakatao (EsP) significantly enhanced pupil performance; (5) there was a significant difference between the pretest and post-tests of the pupils in Edukasyon sa Pagpapakatao (EsP); and (6) the learning module was effective in developing the competencies of Edukasyon sa Pagpapakatao (EsP) for Quarter 2.
Copyright (c) 2026 Annile Presbitero-Brazal https://creativecommons.org/licenses/by/4.0
Language, Culture, and Gender: The Role of Traditional Stories in the Acceptance of Transgender Individuals
Section: Articles Categories: Social Sciences Keywords: Culture, Gender, Language, Short story, Traditional, Transgender This qualitative study investigates the intersection of traditional storytelling, cultural heritage, and the societal acceptance of transgender individuals within the Philippine context. While historical narratives often dictate rigid gender binaries, this research explores how such stories can simultaneously act as barriers to and instruments for gender inclusivity. Through semi-structured interviews with eight transgender participants from Sta. Cruz, Zambales, the study identifies core thematic challenges, including religious discrimination, deep-seated superstitions regarding "bad luck," and the pervasive influence of gendered role performance. The findings suggest that while traditional narratives currently reinforce stereotyping and misinformation, they possess the latent power to reshape social values. By promoting inclusive storytelling and leveraging family support systems, society can transition from exclusionary traditions toward a framework of empathy, self-love, and genuine transgender integration.
Copyright (c) 2026 Anthony M. Mon, Elmer C. Diocares, Shella Marie I. Diocares https://creativecommons.org/licenses/by/4.0
Student Engagement and Learning Success: Evidence from Hybrid and Online Classrooms
Section: Articles Categories: Management, Education and Social Work Keywords: Active participation, Hybrid classroom, Learning success, Mixed methods, Student engagement This inquiry is the second phase of a teacher-led initiative that began in 2020 to examine the relationship between student engagement and learning success in the undergraduate classroom. Whereas the initial phase examined engagement and success in the online classroom, this study extends the inquiry to explore engagement and success in the hybrid classroom. Using a convergent mixed methods approach involving 575 students from different cohorts across 6 years, this study finds that there is a significant and positive relationship between student engagement and learning success. Specifically, engagement and active participation serve as a pathway to learning success through opportunities that enable knowledge development, knowledge application, and skill development.
Copyright (c) 2026 Kimberly Christie S. Vergara, Raymond Allan Vergara, Loren Aina L. Trinidad https://creativecommons.org/licenses/by/4.0