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Biray, Ersyl T.
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Emojis as Communication Medium Among College Students in a State-Run Institution Aranas, Kylie Kate S.; Marte, Marifel B.; Valentin, Christian Jay S.; Biray, Ersyl T.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 5 No. 8 (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.05.08.30

Abstract

Emojis are small images conveying meaning, emotions, and tone embedded in electronic text messages that allow people to express their feelings and emotions in nonverbal and informal conversations. This study aimed to find out the role of emojis as a communication medium among college students in a state-run institution. Specifically, it sought to identify the popularly-used emojis, the social media platforms where these are used, determine their frequency of use, and the instances where these are used. Sophomore college students enrolled in a teacher education degree program specializing in the English language at a state-run university supplied the data collected using a validated survey questionnaire transformed and sent through the Google messenger application. Results revealed that the topmost popular emojis used by college students in their nonverbal communication were the heart, face with tears of joy, and loudly crying face. Participants stated that they always use emojis in their informal communication with friends on popular social media platforms, such as Facebook and Messenger. It was also established that emojis were used when messaging friends or family members expressing their feelings, and having nothing else to reply to in a conversation. These findings attest that the use of technology-driven trends has evolved in the communication media, particularly among the younger generation.
Information and Communication Technology (ICT) Pedagogical Competency of Technology and Livelihood Education (TLE) Teachers in a Non-Urban Public School Gumban, James R.; Martirez, Amzi V.; Biray, Ersyl T.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 5 No. 9 (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.05.09.13

Abstract

Outcomes-based education is practiced in Philippine schools to turn out skilled manpower for the global market. Accordingly, technology teachers are expected to be technically competent in the area assigned to deliver and carry out teaching tasks as, highly qualified teachers produce skilled learners. How well have educational agencies prepared these teachers in rural areas is worth looking into. Thus, this study tried to establish the information and communication technology (ICT) pedagogical competency of Technology and Livelihood Education (TLE) teachers in a non-urban school in the Division of Aklan. Thirty-two TLE teachers were involved as participants, and their ICT pedagogical competency was measured through the standardized questionnaire adopted from the National ICT Competency Standard Framework (NICS) for teachers. From the pretest results, five teachers who obtained basic competency levels were selected as teacher-beneficiaries of the ICT enhancement intervention program. After the intervention, the ICT pedagogical competencies from which teachers were initially found to have basic and intermediate competency levels have improved. Moreover, it was found that there was a significant difference between TLE teachers’ ICT pedagogical competence with teachers’ length of service, number of ICT training attended, and specialization. Given these results, TLE teachers in non-urban public schools in Aklan should be provided with professional development programs to sustain and improve their skills and competencies by effectively using technology in the teaching and learning processes.
Strategic Direction of a Local Government Unit-Funded College in the Philippines Biray, Ersyl T.; Santos, Jr., Felix G. Delos
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.06.02.06

Abstract

is descriptive study aimed at determining the status of a local col-lege in Aklan, Western Visayas and chart its strategic direction. Stakeholders composed of college students, parents, village offi-cials, business owners, school personnel, local government em-ployees, service providers such as boarding house owners, drivers, and graduating high school students provided data using a vali-dated researcher-made survey questionnaire guided by the prin-ciples of SWOT analysis. Results revealed that the strengths of the college include its creation through a municipal ordinance, pres-ence of a vision, mission, and goals, its strategic location, updated curricular programs, and the presence of a development plan. Its weaknesses are difficulties in recruitment and retention of faculty, integration of sustainable practices, limited space for expansion, minimal funding resources, and embracing of cultural diversity. The opportunities are possibility for expansion of academic pro-grams, marketing and branding strategy, attraction of diverse stu-dents, internship and job placement opportunities in the tourism island, innovative research, and resource allocation for student services. However, threats identified include competition from other academic institutions, natural disasters and global health crises, economic fluctuations and budget cuts, changes in govern-ment funding regulations, and demographic shifts and changes in the labor market. A strategic direction for the college was crafted focusing on the areas of instruction, research, community en-gagement, production, internationalization, and administration where goals, objectives, strategies, programs, projects, and activi-ties for the institution were underscored. Presentation of the pro-posed plan to the school administrators, stakeholders, and LGU officials was recommended.
Text Messaging and English Writing Proficiency of Grade Six Pupils Biray, Ersyl T.; Dalisay, Ma. Teresa A.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 3 No. 7 (2022): 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.03.07.06

Abstract

This descriptive correlation study determined the influence of text messaging to the English writing proficiency of Grade Six pupils in Nagustan Elementary School in the District of Nabas, Aklan, Philippines during the School Year 2019 - 2020. Data about the participants’ profile and frequency of text messaging were gathered using a survey questionnaire to 41 Grade VI pupils. Results showed that majority of the pupils have Very Satisfactory grades in English during the 3rd grading period. A greater number of the pupils spend 2 to 3 hours in text messaging while only few spend less than 1 to 2 hours. Generally, the pupil participants have outstanding English writing performances in sentence structure, idea development, and understanding of literature/texts, and very satisfactory in organizational pattern, text support, transitional devices, word choice, and language mechanics. Only a few of them have satisfactory performance and a lesser number needs improvement in all criteria. A very high positive relationship was found between the grade in English and frequency of text messaging to the English writing proficiency of the participants. This implies that the higher the grade of a pupil in English and the more frequent they engage in text messaging, the more proficient they are in writing.
TikTok and Grammar Skills in English: Perspectives of English Major Students Revesencio, Nicole I.; Alonsagay, Rodemie R.; Dominguez, Luzlyn I.; Hormillosa, Donna Mae I.; Ibea, Clint Hector I.; Montaño, Mesty Mae S.; Biray, Ersyl T.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 3 No. 11 (2022): 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/ijmaber.03.11.09

Abstract

This descriptive quantitative study aimed at establishing the advantages and disadvantages of watching TikTok to the English grammar skills development of college education students specializing in English enrolled at a state university in Western Visayas during the second term of the academic year 2021-2022. Field experts validated the researcher-structured questionnaire transformed into the Google form was utilized to gather data online considering the government-imposed restrictions related to the pandemic at the time of instrument administration. Findings revealed that the majority of the respondents are 20-year-old, females, and had an average final grade of between 1.75–1.99 in all the English subjects during the last semester of the preceding academic year. A number of them spend 30 minutes to an hour watching TikTok videos that have English grammar-related content in a day. The majority of them had 3 days per week watching TikTok videos with English grammar-related content. Almost all of them revealed that watching TikTok aids them in discovering and comprehending new words in English. However, there were instances that the TikTok videos instead confuse their grammar use. This implies that watching the TikTok application has a more positive impact on the grammar skills in English of college students than its negligible flaws in the process.
Active Listening: Its Impact on Language Learning and Understanding of Education Students Ambubuyog, Ella Mae I.; Laumoc, Glenda Lyn C.; Mantac, Francine Hazel A.; Pagulayan, Freda Mae C.; Sayson, Cris Jan Era C.; Velasco, Aliena Claire M.; Biray, Ersyl T.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 2 (2023): 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.04.02.33

Abstract

In learning a new language, there are four macro skills that a learner must develop and use: listening, reading, speaking, and writing. In academic environments such as schools, these macro skills are taught and improved every day to suit the needs of learners. Language learners are often trained when or how they should talk; however, learners are seldom taught how they should listen. This descriptive quantitative study revolved around the utility of listening, how it affects upon the acquired macro skill, specifically, active listening to education students specializing in English from a state institution in Panay Island, Western Visayas, Philippines, as well as its impact on their language learning and understanding. Findings revealed that active listening is vital in the language learning and acquisition with its effects found on multiple aspects of the learning process. It had an underlying impact on phonology, morphology, and pragmatics. It is implied that active listening as an underrated skill should be attended to by language teachers who take charge in teaching macro skills in communication.
Students’ Exposure to Generative AI Models and Its Influence on English Writing Proficiency Renacido, John Marvin D.; Teodosio, Jemuel; Dumalaog, Rodje D.; Repayo, Benedicta D.; Biray, Ersyl T.
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.06.08.05

Abstract

The predominance of Generative Artificial Intelligence (Gen AI) models on the web poses significant effects on the learning habits of the students at a state university due to its convenience in terms of access, grammar correction, paraphrasing text, and generating ideas. As a result, these features of Gen AI models have been the cause of the dissented researchers’ conclusion, and teachers raise concerns regarding their possible disadvantages to the students. Several researchers have shown the advantages and disadvantages of using Gen AI models in the academic endeavors of students. Hence, this study determined the relationship between exposure to Gen AI tools and the English writing proficiency of freshmen students specializing in the English language under an education program in a state university in the northern part of Panay Island in the Philippines. The descriptive correlation design was utilized to examine the relationship between two variables. A validated researcher-made questionnaire and essay writing performance test were used to gather the students’ profiles and to measure their English writing proficiency, respectively. Results revealed that the majority of the freshmen education students specializing in English language were female, most have used the Gen AI tool Quillbot but have low exposure to other Gen AI tools, and a moderately satisfactory rating in their English writing proficiency. It further established that the English writing proficiency has no or negligible relationship with their exposure to Gen AI tools.
Developing Soft Skills of Students Through Multimodal Instruction by Pre-Service Educators in a State University Renacido, John Marvin D.; Biray, Ersyl T.
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.06.08.09

Abstract

Given the low ranking of Filipino children in reading, science, and mathematics at the latest 2022 Programme for International Student Assessment (PISA), and the lack of empirical evidence about multimodal instruction of teachers and the development of soft skills of students, this mixed methods study looked into the transformative impact of multimodal instruction on the development of soft skills of students such as communication, flexibility, and leadership. It will also track the influence of soft skills on student outcomes such as employability, academic success, and personal growth. Survey questionnaires were used to effectively assess and monitor the data given by the respondents and a five-point Likert Scale was utilized to establish a clear conclusion of the variables. Semi-structured interviews with open-ended questions were conducted to reassure the quantitative findings. Results of the descriptive statistics showed that all of the variables met the highest mean, strongly agreeing with statements from each variable and was further reinforced by the qualitative analysis from the respondents. Moreover, it was found out that pre-service teachers prefer to use videos and animations, as their main multimodal instruction, to illustrate complex concepts visually. Next is incorporating visual diagrams, mind influence maps, or conceptual maps, and third but not least, applying hands-on activities and experiments for tactile learners. Thus, it concludes that multimodal instruction paves the path for attaining soft skills and that soft skills highly influence student outcomes.
A Comparative Study Between Pomodoro and Flowtime Techniques Among College Students Renacido, John Marvin D.; Mayordo, Emmanuel L.; Biray, Ersyl T.
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.06.08.17

Abstract

This mixed-method study compared the efficacy of Pomodoro and Flowtime study techniques as described by students in a state university. Quantitative data were gathered from 108 respondents, while the qualitative data were supplied by 12 participants through a virtual interview. Results revealed that the majority of the respondents preferred the Pomodoro technique for its structured intervals, stress-reducing breaks, and productivity tracking, with its rigid scheduling noted as a limitation; a minority favored the Flowtime technique for its immersive focus and task engagement, yet less effectiveness when motivation was low. Quantitative data support that the Pomodoro technique is more effective than the Flowtime technique in terms of memory retention, academic performance, and time management. Conversely, Pomodoro is less effective in terms of focus, flexibility, and motivation. Qualitative analysis, however, revealed that the Pomodoro technique is effective in structured environments, especially for those who need uninterrupted focus, even if the Flowtime technique proves its efficacy for deep work and creativity, except in less controlled environments.
Development and Validation of an Assessment Instrument for Mentoring and Technical Assistance Skills of Master Teachers Gungon, Sharon R.; Biray, Ersyl T.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 11 (2025): 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/ijmaber.06.11.12

Abstract

Master teachers in the Philippines play a vital role in guiding and supporting fellow teachers through mentoring, coaching, and providing technical assistance; thus, they are expected to remain updated and skilled to effectively help colleagues meet classroom challenges. Since no standardized instrument currently exists to measure their skills, this study designed a validated tool that would accurately evaluate these. This mixed-method study utilizing the exploratory sequential design involved 17 participants for the qualitative phase, and a larger group of respondents for the quantitative phase. In the qualitative phase, teacher-mentees shared their experiences and described how master teachers provide mentoring and technical assistance. These insights served as the foundation for developing the initial items of the instrument. In the quantitative phase, the crafted tool underwent Rasch analysis to test its reliability and validity. The results showed acceptable levels of reliability (person reliability = 0.84; item reliability = 0.97) and validity (variance explained = 62.5%; CVI = 0.96; Infit/Outfit MNSQ = 0.54–1.14), confirming that the instrument effectively measured the intended constructs. The findings suggest that the developed MenTeASk Questionnaire was both valid and reliable in assessing the master teachers’ mentoring and technical assistance skills; hence, its use is recommended particularly in the Division of Aklan, Philippines.
Co-Authors Alonsagay, Rodemie R. Ambubuyog, Ella Mae I. Aranas, Kylie Kate S. Dalisay, Ma. Teresa A. Dominguez, Luzlyn I. Dumalaog, Rodje D. Gumban, James R. Gungon, Sharon R. Hormillosa, Donna Mae I. Ibea, Clint Hector I. Laumoc, Glenda Lyn C. Mantac, Francine Hazel A. Marte, Marifel B. Martirez, Amzi V. Mayordo, Emmanuel L. Montaño, Mesty Mae S. Pagulayan, Freda Mae C. Renacido, John Marvin D. Repayo, Benedicta D. Revesencio, Nicole I. Santos, Jr., Felix G. Delos Sayson, Cris Jan Era C. Teodosio, Jemuel Valentin, Christian Jay S. Velasco, Aliena Claire M.