Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Jeremy Adrian D. Guiang
Mariano Marcos State University
Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

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Child Development Workers (CDWs)' Challenges and Experiences on Supplementary Feeding Program (SFP) in the Child Development Centers (CDCs) of Vintar, Ilocos Norte Kyle Vincent M. Gaoiran; Jeremy Adrian D. Guiang
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 6 (2026): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.07.06.05

Abstract

Despite recognizing the importance of the SFP in addressing early childhood malnutrition, limited literature has been documented on the lived challenges and experiences of Child Development Workers (CDWs) especially in rural child development centers (CDCs). This paper aims to explore the challenges and experiences faced by CDWs when carrying out SFP within the CDCs of Vintar, Ilocos Norte. A qualitative-descriptive approach was used wherein 42 respondents comprising CDWs from five zones of the municipality were interviewed using a semi-structured interview guide via focus group discussions (FGDs). The qualitative data obtained was then subjected to thematic analysis according to Braun and Clarke. Results reveal that the challenges and experiences can be described under two major categories: (1) implementation challenges and (2) implementation experiences. The first category includes health management issues, resource issues, and operational issues while the second category highlights healthy experiences in terms of health and nutrition management, process and procedure in program delivery, and beneficial program outcomes. It is concluded that CDWs play a vital frontline role which involves not only food but also health supervision, cooperation and planning. Effective coordination between barangays and LGUs, proper guidance in the execution of procedures, flexible budget, and strong community participation are key to sustaining the program.
Understanding Parent’s Experiences in Home-Based Learning for Children with Special Needs: A Phenomenological Inquiry Genesis T. Felipe; Jeremy Adrian D. Guiang
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 9 (2026): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.07.09.13

Abstract

Home-based programs can be useful in educating and developing children and youth with special needs when specialized educational and therapeutic services are geographically distant, financially burdensome or limited. In Ilocos Sur, families may face challenges in terms of distance, transportation, connectivity and access to specialized services and parents play a major role in supporting learning at home. This qualitative phenomenological study investigated the perceptions of ten parents on home-based learning, their challenges in implementing it and coping mechanisms to address educational, emotional and caregiving demands. The researcher developed a semi-structured interview guide in English, Tagalog and Iloko and the data collected were analyzed using reflexive thematic analysis. Seven themes emerged: (1) home-based learning as a constrained but responsive and child-centered educational alternative, (2) parental attunement and the reframing of progress toward functional development, (3) the convergence of teaching, caregiving, livelihood, and time demands, (4) material, geographic, technological, and service-related inequities, (5) learning negotiated through emotional and behavioral readiness, (6) meaning-focused resilience through acceptance, patience, faith, and recognition of small gains, and (7) distributed and adaptive coping through routines, family cooperation, play-based strategies, peer connection, and professional guidance. Parents valued the comfort, flexibility, close monitoring, individualized pace and opportunities at home for developing communication, self-care and daily living skills. These benefits, however, were coupled with role overload, fatigue, limited learning resources, poor connectivity, distant services, child refusal and uncertainty about suitable teaching strategies. 
Co-Authors Genesis T. Felipe Kyle Vincent M. Gaoiran