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All Journal International Journal of Multidisciplinary: Applied Business and Education Research INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY
Santos, Joseline M.
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Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Medicine & Pharmacology Social Sciences

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Information and Communications Technology Retooling Program: Optimizing Teachers’ Competency Roque, Jerwin C.; Santos, Joseline M.
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.05.06.19

Abstract

The main purpose of this study is to evaluate the ICT retooling program for teachers and its influence on their competency and performance. A research-made questionnaire was distributed to 260 Junior High School teachers in Bulacan District II, including Baliwag, Bustos, and Plaridel. Additionally, School Principals, Master Teachers, Head Teachers, and Education Program Supervisors in Bulacan were evaluated using a modified research questionnaire. The findings revealed that teachers viewed the ICT Retooling Program positively, noting its encouragement of participation and diverse perspectives rather than a sole focus on technical skills. However, this led to relatively low post-program enthusiasm for educational innovation. Teachers rated themselves competent in ICT, excelling in knowledge creation, deepening, and acquisition dimensions, and demonstrated proficiency in utilizing ICT for teaching and learning, particularly in positive ICT use criteria. The study concluded that a balance between soft skills development (confidence, assertiveness, networking) and technical skills is necessary to foster innovation in education. Continuous professional development in ICT is crucial for translating policy directives into classroom actions and creating inclusive learning environments. Recommendations include conducting a needs assessment to identify areas for improvement in teachers' ICT skills and aligning ICT retooling programs with broader school improvement goals. These recommendations should be integrated into the school improvement plan for increased effectiveness. A long-term sustainability plan, including continuous professional development and technology integration, is essential. Financial aid for graduate degree programs should be provided to sustain teacher competency. Lastly, the Sobel Test is recommended to measure the significance of the teachers' ICT Competency Framework (CFT) and PPST results in the ICT retooling program.
Code-Switching and Grammar: A Bibliometric Analysis on How Bilingual Students Use English Syntax in Writing Ravago, Shaira Mae; Quijano, Vincent Jelo F.; Santos, Joseline M.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 7 (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.06.07.22

Abstract

This study investigates how bilingual students employ English syntax in writing through the lens of code-switching. A bibliometric analysis was conducted using Scopus-indexed articles from 2013 to 2023, employing tools like VOSviewer and NVivo to map trends and themes. Results indicate that code-switching enhances grammatical development by fostering metalinguistic awareness, cognitive flexibility, and rhetorical strategy, though concerns remain about its impact on adherence to standard grammar norms in academic writing. Four major thematic clusters were identified: translanguaging pedagogy, biliteracy development, sociocultural identity, and discourse-based grammar instruction. The findings can inform educators and curriculum developers on the syntactic challenges and patterns in bilingual writing and act upon it through authorships of school’s language teaching policies. This is the first bibliometric study to systematically examine the intersection of code-switching and English grammar in the academic writing of bilingual students, offering both theoretical and pedagogical contributions to multilingual education.
The Use of Multimodal Strategies to Develop Vocabulary and Reading Comprehension: A Bibliometric Analysis Lopez, Carolyn Marie S.; Mangulad, Mildred P.; Santos, Joseline M.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 8 (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.06.08.27

Abstract

A bibliometric analysis was used to explore studies regarding the development of students’ vocabulary and reading comprehension with the use of multimodal strategies. There are 1,290 Scopus- indexed articles from 2020 to 2024, with key authors, theories, and themes identified. The results show increased exploration and interest in gamification, augmented reality, and digital tools developed and analyzed using theories in cognition and motivation. This study identifies the trends and gaps in future research and practice. Specifically, this study highlights that more longitudinal studies are needed, as well as more research on how multimodal learning connects with digital and media literacy.
Validity of 5E-PBL Learning Cycle Model Based on TPACK to Improve Scientific Writing Nisa, Khairun; Jamaluddin, Norliza; Santos, Joseline M.
International Journal of Language Pedagogy Vol. 5 No. 1 (2025)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v5i1.97

Abstract

Scientific writing is a critical skill for students and educators, yet many continue to face substantial challenges in meeting academic writing standards. Studies reveal that only 14.25% of students are able to develop ideas supported by data analysis, while 66.67% struggle to express their thoughts in structured academic formats. Common difficulties include formulating and organizing ideas, using proper academic language, and referencing accurately. To address these issues, this study developed and validated the TPACK-based 5E-PBL Learning Cycle Model, aiming to enhance students’ scientific writing abilities. Employing the Plomp R&D model, the research proceeded through three phases: preliminary investigation, development and prototyping, and evaluation. Expert validation showed high content validity, with scores of 3.51 (88%) for model content, 3.52 (88%) for the model book, and 4.34 (87%) for the student guidebook. Implementation results indicate that the model effectively improves students' understanding of scientific writing structures, fosters critical thinking, and encourages meaningful integration of technology. This study concludes that the 5E-PBL Learning Cycle Model based on TPACK is a valid and feasible approach to address academic writing challenges. Further research is recommended to evaluate its broader impact across disciplines.
A Bibliometric Comparative Study of Servant and Instructional Leadership and Their Influence on Teacher Motivation in Public and Private Schools Lapore, Dennis Jr. S.; Sandoval, Mhara S.; Santos, Joseline M.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 9 (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.06.09.27

Abstract

This study addresses the growing interest in how leadership styles affect teacher motivation, a critical factor in improving educational quality. Leadership plays a central role in shaping school culture, teacher engagement, and instructional outcomes. Among the many approaches, servant leadership and instructional leadership have gained prominence due to their focus on teacher well-being and performance. However, a comprehensive comparison of these styles in different school settings remains limited. To explore this gap, the study analyzed 99 peer-reviewed documents indexed in a major academic database from 1993 to 2025. A bibliometric method was used to map key trends, influential authors, and major themes. Visual and quantitative tools were applied to identify connections among publications and topics related to leadership and motivation. The results show that both servant and instructional leadership positively influence teacher motivation, though they operate through different mechanisms. Instructional leadership focuses on academic goals and teaching strategies, while servant leadership emphasizes trust, empathy, and support. Cultural and institutional contexts influence the effectiveness of each style. The study concludes that combining relational and instructional leadership elements can enhance teacher motivation, especially when adapted to specific school environments. These findings offer practical guidance for school leaders and policymakers aiming to improve teacher satisfaction and performance. The study also contributes to the global goal of promoting inclusive and high-quality education by highlighting leadership as a key driver of teacher motivation in both public and private schools.
Co-Authors Jamaluddin, Norliza Khairun Nisa Lapore, Dennis Jr. S. Lopez, Carolyn Marie S. Mangulad, Mildred P. Quijano, Vincent Jelo F. Ravago, Shaira Mae Roque, Jerwin C. Sandoval, Mhara S.