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All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Tolero, Josue A.
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

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Experience of Science Teachers in Practicing Rewards System to Increase Students’ Participation in Class Tolero, Josue A.; Tabile, Delyn O.; Achacoso, Jal M.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 2 No. 12 (2021): International Journal of Multidisciplinary: Applied Business and Education Res
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/10.11594/ijmaber.02.12.20

Abstract

The study aimed to determine the Experience of Science teachers’ in practicing rewards system to increase student’s participation in class. A qualitative - phenomenology research design was adopted in this study. Interview guide question was used to examine the Experience of Science teachers’ in practicing rewards system to increase student’s participation in class. Data was collected through an interview. Total of 10 teachers were selected as a sample from 8 secondary schools in the Botolan District. The results of this study showed that reward system is effective in the performance of the students and encouragement to give the students good motivation in the learning process. Most of the participant find the rewards system as an effective tool in increasing student’s participation. Recognition such as giving praise and compliments is the usual form of rewards given by the teacher. In addition to extra grades, scores and test or homework exemptions. Preferred rewards of the teachers aside from giving praise and additional grades, are useful rewards such as school supplies, candies, and other food treats. Effective motivation of the student’s in participating in learning activities is the foreseen effects of rewards system.
Behavioral Strategies and Policy Frameworks for Promoting Discipline in Child-Friendly School Environments Tolero, Josue A.; Echaluse, Rhona Liza C.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 2 (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.07.02.27

Abstract

This study investigates the implementation of behavioral strategies and their relationship with child-friendly school practices in public high schools within the Cabangan District. Utilizing a descriptive research design, the study surveyed teacher-respondents to assess their descriptions of behavioral strategies, including monitoring and evaluation, appropriateness, frequency, and consistency, as well as child-friendliness indicators such as teacher–student relationships, student engagement, and safety and orderliness. The collected data were analyzed using statistical tools such as percentage, weighted mean, ANOVA, and Pearson correlation. Findings indicate that teachers generally perceived behavioral strategies and child-friendliness positively, with active monitoring and appropriate strategies being the strongest areas, while frequency, consistency, and safety measures were identified as areas needing improvement. No significant differences were found in descriptions based on teacher profile variables, suggesting uniformity in understanding and implementation of policies. Pearson correlation revealed a weak positive but non-significant relationship between behavioral strategies and child-friendliness, implying that additional factors, such as leadership, resources, and parental involvement, also influence child-friendly practices. The study proposed a School-Based Behavioral Support Program to strengthen discipline and child-friendly practices. The program includes policy alignment, capacity building, monitoring and evaluation, restorative practices, and parent–community involvement, aiming to address areas of improvement and promote an inclusive, safe, and supportive school environment.
Resilient Teacher: Harnessing The Adversity Quotient to Navigate School Crises Tolero, Josue A.; Acasio, Girlie G.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 2 (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.07.02.36

Abstract

This study investigates the relationship between teachers’ adversity quotient (AQ) and their crisis management practices in public schools in the District of Cabangan using a descriptive research design involving 208 teacher-respondents. The AQ of teachers was assessed across four dimensions Control, Ownership, Reach, and Endurance while crisis management practices were examined in terms of prediction, prevention, preparedness, performance, and post-crisis action. Data were analyzed using percentage, weighted mean, and Pearson correlation. Findings revealed that teachers demonstrated an “Above Average” level of AQ, indicating resilience and adaptability in managing adversities, although ownership and accountability remained areas for improvement. Teachers also exhibited positive crisis management practices, particularly in prediction, prevention, and performance, while long-term crisis planning and communication were identified as aspects needing enhancement. The results further showed a negligible correlation between teachers’ AQ and their crisis management practices, suggesting that these variables operate independently of one another. Demographic factors such as age, length of service, and educational attainment showed minimal influence on both AQ and crisis management practices, except among younger teachers who displayed distinct attitudes toward crisis prevention. Based on the findings, the study proposed an action plan aimed at strengthening teachers’ AQ and crisis management capabilities through resilience training, continuous professional development, and improved communication systems to enhance preparedness and sustain a safe and productive learning environment during future crises.
Co-Authors Acasio, Girlie G. Achacoso, Jal M. Echaluse, Rhona Liza C. Tabile, Delyn O.