Article Per Year (5 Year)
p-Index From 2021 - 2026
1.554
P-Index
This Author published in this journals
All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Nahial, Wenie L.
Unknown Affiliation
Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

Published : 9 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 9 Documents
Search

 1 
Integration of Gamification in Teaching and Students’ Academic Performance: Basis for Action Plan Pacturan, Drexile B.; Sabacajan, Bazil T.; Nahial, Wenie L.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 5 No. 3 (2024): 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.05.03.24

Abstract

Gamification has been noted to be very helpful to learners in increasing their collaboration, motivation, interest, engagement, and teamwork in the classrooms. This is the reason that this work was conducted to determine the extent of the integration of gamification in teaching as a step to help address the alarming performance of the learners in the international and local examinations. Using the descriptive-correlational research design with use of a survey questionnaire as the main data gathering tool, this work was implemented to junior high school science and mathematics teachers in the districts of Guinsiliban, Sagay and Catarman. Appropriate statistical tools were used to analyze the data to answer the inquiries of the study. Results showed that most of the respondents in science and mathematics were females, and majority of them were in Teacher I position, on the age group of 20 to 40, served for at most 10 years, proceeded to graduate studies, and specialized in science education. The respondents had moderately integrated gamification in teaching science and mathematics. While the learners of the respondents had a very satisfactory performance in science and mathematics. Demographic variables like sex, age, educational attainment, number of years of teaching, field of specialization, and teaching position did not influence the extent of integration of gamification in teaching. The study also found a positive, low correlation but significant relationship between the extent of integration of gamification and the academic performance of the learners. Lack of gadgets like laptops and computers, internet connection, lack of access to online game-based platforms, computer literacy of teachers, and time management were the most common challenges in the integration of gamification in the learning sessions of science and mathematics. The researcher recommended that future researchers may replicate this study in schools where gadgets and internet connection are available.
Effect of Strategic Intervention Materials on the Learning Competencies of Learners Dumdumaya, Chona C.; Nahial, Wenie L.; Sabacajan, Bazil T.; Morados, Alexander N.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 5 No. 6 (2024): 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.05.06.11

Abstract

In response to the alarming performance of the learners in the core subjects, this study aimed to improve the learning outcomes using the Strategic Intervention Materials (SIM) in Grade 6 Science subject. Two intact classes with a total of forty-six (46) Grade VI learners were used as participants of the quasi-experimental study. By random approach, the control group had 20 learners, and 26 learners in the experimental group. The effect of SIM to the performance of the struggling learners in science subject was determined using the pre-test and post-test scores of the two groups of participants. Appropriate statistical tools were used to analyse the test scores of the participants by observing the assumptions of parametric test. Results showed that the pre-test scores between the two groups of participants at the start were very comparable. However, the post test scores of the participants from the experimental and control groups were statistically different with a medium effect size. Moreover, the performance of the female participants significantly exceeded the performance of their male counterparts. This was due to the diligence of the female participants in keeping and handling of the SIM for their advantage. The researcher concluded that SIM significantly helped improve the test scores of the learners. For this, it is recommended that SIM be also applied to other learning areas in schools.
Senior High School Program Graduates and Teachers’ Satisfaction and Challenges: Spring Board of Plan Adjustments Trinidad, Edna D.; Sabacajan, Bazil T.; Morados, Alexander N.; Nahial, Wenie L.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 5 No. 6 (2024): 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.05.06.03

Abstract

The study was conducted to determine the challenges and satisfaction of the teachers and graduates on the implementation of Senior High School (SHS) Program. Out of 1615 first batch graduates of school year 2017-2018, 306 of them were used as respondents of this study. These respondents were enrolled in two colleges in the Province of Camiguin. While 91 out of 130 SHS teachers from 10 public schools in DepEd-Camiguin represented were used as sample from the SHS implementers. The study utilized the quantitative-descriptive method to answer the research questions. Frequency, mean, ANOVA and multiple regressions were used to analyse the data. The study revealed that the graduate respondents were very disappointed in schools with no laboratories and workshops. They had difficulties in demonstrating their knowledge into actual experiential learning for the tools, materials, equipment and updated audio-visual materials needed were not available, if there were, and then it is not enough. Also, students’ research activities were impeded for no internet connections and other instructional resources available for to use. On the other hand, SHS teachers needed more TGs and CGs, teaching supplies and materials, laboratories and workshops to be effective and efficient to support learning. The graduates were not satisfied on the teachers’ effectiveness and efficiency in delivering the lessons to them. The overall results revealed that there is no significant relationship between satisfactions and challenges among SHS graduates and teachers’ in SHS program implementation. This study found out the need to implement adjustment to address the challenges identified by the respondents. Various programs and activities were needed to address the shortages and needs of the Senior High School community. Moreover, the outcome of the plan adjustments is to encourage the optimistic response of the department heads, school heads, teachers and students. By so doing, improvements will be transpired.
Challenges Encountered in Teaching Four Basic Operations in Mathematics and Academic Performance among Pupils Abregana, Estella S.; Sabacajan, Bazil T.; Morados, Alexander N.; Nahial, Wenie L.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 2 (2025): 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.06.02.11

Abstract

Mathematics is a learning discipline disliked by most of the learners in schools. This became more complicated when the learners transi-tioned from face-to-face to modular learning modality during the pandemic, and just recently from modular back to face-to-face learn-ing modality. This study aimed to determine the extent of the chal-lenges encountered by the respondents in teaching mathematics and the academic performance among the pupils. Using complete enu-meration, all Grades 4 to 6 mathematics teachers in Mambajao Dis-trict were used as respondents of the study. Quantitative descriptive research design was employed supplemented with survey question-naire as the main data gathering tool. Appropriate statistical tools were used to analyse the collected data. Results showed that majority of the respondents were females, middle-aged, with at least 11 years of teaching experience, and with units in master’s degree course pro-gram. The respondents had always experienced challenges in teach-ing mathematics to the learners, while the learners had a satisfactory academic performance. There was no relationship between the ex-tent of the challenges encountered by the respondents and the aca-demic performance of the learners. Finally, the study found no signifi-cant differences on the extent of the challenges encountered among the respondents when grouped in terms of age, sex, number of years of teaching, and highest educational attainment. The researcher rec-ommended that future researchers may replicate this work with ad-ditional interesting variables.
Teachers’ Well-Being and Job Performance Guiritan, Margorie O.; Sabacajan, Bazil T.; Nahial, Wenie L.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 2 (2025): 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.06.02.14

Abstract

This study was conducted to determine teachers’ well-being and job performance in the new normal education due to COVID-19. Seventy-one teachers from the select schools in Mambajao District of DepEd-Camiguin were used as respondents of the study. A quantitative descriptive research design was used supplemented with a survey questionnaire as the main data-gathering tool. Research and health protocols as well as the ethical standards were observed in the implementation of the study. Appropriate statistical tools were used to analyze the data. Results showed that the majority of the respondents were females, in the middle-aged group, at least with units in master’s degree program, got the Teacher III position, and with at least 11 years of teaching experience. The respondents had a moderate extent of well-being and a very satisfactory job performance level. Despite the challenges of the learning modality, the well-being of the teachers did not influence their job performance. The demographics of the respondents did not influence difference in their well-being. This work showed that the respondents continued to perform their duties and functions amidst the challenges brought by the pandemic. Future researchers are encouraged to replicate this study by the time the health risks are controlled, and the learners go back to school for face-to-face class instruction.
Parental Involvement and Learners’ Achievement: Basis for Action Plan Bersabal, Judith D.; Nahial, Wenie L.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 3 (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/

Abstract

Parental involvement has been noted to have played a vital role in the education of the children in the family. On this regard, the study aimed to determine the parental involvement of the respondents and its relationship to the academic achievement of the respondents’ learners or pupils. Following established research protocols, 88 parents of kindergarten pupils voluntarily participated as respondents in the study. A quantitative descriptive research design was employed, supplemented by a survey questionnaire and a casual interview, to address the study's inquiries. Appropriate statistical tools were used in the analysis of data. The results showed that most respondents were female. The majority of them were young adults from poor and medium-sized families who failed to complete the mandatory basic education offered free by the government. Parental involvement in terms of bonding and bridging was perceived to a high extent, while linking was perceived at a moderate extent. Perceptions of parental involvement focused on the support coming from within the family, as well as that from outside, which can provide an avenue or opportunity for pupils to gain more experiences and grow through social affiliation. Pupils’ achievement was at a very satisfactory performance level. The relationship between parental involvement and pupils’ achievement was found to be negligible, negative, and non-significant. Parental involvement, even if at high extent, does not translate directly to the academic performance of the pupils. Other factors were not accounted for that may have influenced the pupil’s achievement. 
Game-Based Learning and Academic Performance Among Pupils Nahial, Wenie L.; Deiparine, Bernice Anne T.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 3 (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/

Abstract

Existing learning gaps in schools have drawn considerable attention from teachers in public schools in the Philippines. Due to this, teachers employed various teaching approaches to address the pupils' dismal performance. It is therefore the intention of this work to investigate the utilization of a game-based approach in teaching English and its relationship to the academic performance of learners. Following the observance of research protocols, 45 Key Stage 2 teachers voluntarily participated as respondents in the study. A quantitative descriptive research design was employed in this inquiry. A survey questionnaire supplemented with a casual interview was used to gather the required data from the respondents. Appropriate statistical tools were used to produce reliable results. The analysis revealed that the majority of respondents were young adults in the mid-career stage of their teaching profession and had already earned units in a master’s degree program. Large school sizes and at least six (6) trainings attended have the highest counts in their respective groups. The respondents similarly perceived all the indicators to a high extent, producing an overall impression that they always utilized a game-based approach in teaching English among their pupils. At the time the respondents claimed to have always used a game-based approach, the pupils achieved a “Very Satisfactory” performance level. However, the extent of utilization of the game-based approach did not affect or contribute to the academic performance of the pupils. There may be a tendency for academic performance to decline as the utilization of the game-based approach decreases. 
Challenges and Opportunities in the Implementation of Early Literacy Intervention Among Kindergarten Teachers Manuel, Wenecyl F.; Nahial, Wenie L.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 3 (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/

Abstract

Addressing reading problems at an early stage is recommended to reduce the adverse effects on the pupils. This study aimed to identify the challenges encountered and opportunities experienced during the implementation of early literacy interventions in kindergarten. In this regard, 41 kindergarten teachers responded positively in providing the needed data. A quantitative descriptive research design was employed, supplemented with a survey questionnaire as the primary data collection tool, and casual interviews for follow-up. Research protocols of Dep-Ed-Bukidnon were observed at all times. Appropriate statistical tools were used to produce reliable results. Analysis showed that the majority of respondents were young adults with units in master’s degree programs in education, and they came from small schools. The highest counts of respondents served for 6 to 10 years and attended 6 or more training sessions related to early literacy intervention, initiated and sponsored by the Division Office. The respondents had consistently encountered challenges and experienced opportunities during the implementation of early literacy interventions. A moderate, positive, and significant relationship was found between the challenges encountered and the opportunities experienced during the implementation of early literacy intervention. There was no significant difference in the extent of challenges encountered among the respondents when grouped by age, years in teaching, highest educational attainment, and number of trainings attended. However, there was a significant difference in the challenges encountered when grouped by school size. Respondents from small and medium-sized schools encountered more challenges than those from large schools.
Utilization of Multi-Sensory Approaches in Teaching Reading and Performance Among Pupils Reduca, Mia O.; Nahial, Wenie L.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 3 (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/

Abstract

Reading problem has been noted every year, particularly among pupils in Key Stage 1. These pupils are expected to know how to read upon passing the first stage in basic education. On this conjecture, the study aimed to determine the utilization of multisensory approaches in teaching reading among the 35 teachers of Grades 1 to 3. A quantitative descriptive research design was employed, utilizing a survey questionnaire as the primary data collection tool with a casual interview to verify responses. By checking the assumptions of a parametric test, the identification of an appropriate statistical test was observed to produce reliable results. The majority of the respondents were in the middle adulthood stage, predominantly females, who had gained sufficient experience by serving for at least 11 years, attending 3 to 5 related trainings, and having earned at least units in a master’s degree program. The perception of the respondents in the multisensory approach was at a high extent, indicating the utilization of the intervention at all times, while the academic performance of the pupils plateaued at a satisfactory level. The calculation further showed that there was an extremely weak or negligible association between the extent of multisensory approach utilization and pupils’ academic performance. Moreover, the extent of utilization of a multisensory approach did not differ among the respondents when grouped by age, sex, number of years in teaching, highest educational attainment, and school size. 
Co-Authors Abregana, Estella S. Bersabal, Judith D. Deiparine, Bernice Anne T. Dumdumaya, Chona C. Guiritan, Margorie O. Manuel, Wenecyl F. Morados, Alexander N. Pacturan, Drexile B. Reduca, Mia O. Sabacajan, Bazil T. Trinidad, Edna D.