Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Mon, Anthony M.
Unknown Affiliation
Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Stakeholders’ Awareness and Acceptability of PRMSU’s Revised Vision Statement and Mission and the Goals and Objectives of the Communication and Information Technology Programs Mon, Anthony M.; Linga, Elemae R.; Mistica, Sanny Boy M.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 5 No. 11 (2024): 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.05.11.28

Abstract

Vision, mission, goals, and objectives (VMGOs) function as the founda-tion of an educational institution. The Accrediting Agency for Chartered Colleges and Universities in the Philippines (AACCUP) underscored that an educational institution is assessed according to the degree how its VMGOs are achieved, but not in comparison with others. This descrip-tive cross-sectional survey research was used to gauge the level of awareness and acceptability of the stakeholders on the PRMSU vision statement and mission and the goals and objectives (VMGO) of the Communication and Information Technology Programs of PRMSU Sta Cruz Campus. The stakeholders are “very much aware” of the universi-ty’s new vision statement, mission, goals, and objectives of the teacher education program, they have full participation in the revision of the vision statement. The VMGO is clear, understandable, and acceptable as perceived by the stakeholders. Massive information dissemination of the new vision statement in all media types is recommended. Further-more, stakeholders must be encouraged to share their part in realizing the university’s VMGO.
Literature Exposure and Vocabulary Acquisition on English Language Learning among Bachelor of Secondary Education Mon, Anthony M.; Almo, Ellhayzza Nicole B.; Estella, Maria Jezyl T.; Dizon, Joseph Deo D.; Menes, Maricar B.; Limon, Aaron M.; Mundia, Samantha
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 1 (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.06.01.27

Abstract

This study explored the challenges faced by Bachelor of Sec-ondary Education (BSEd) Major in English students at President Ramon Magsaysay State University (PRMSU) Santa Cruz Campus during the Academic year 2023-2024 in learning English Lan-guage through literature exposure, frequent reading of literature materials, and vocabulary acquisition. The research was guided by Krashen's Implicit Vocabulary Learning Theory and Ru-melhart's Schema Theory. A quantitative research design utiliz-ing a survey questionnaire via Google Forms was conducted with 60 BSEd English students at PRMSU Santa Cruz to assess de-mographics, literature exposure frequency, and challenges in vocabulary acquisition and literature exposure.The results indicated that although literature exposure was perceived as beneficial for vocabulary development, students encountered challenges such as difficulties in teaching methods, time constraints, understanding complex texts, limited exposure to the target language, and technological unfamiliarity. Addition-ally, female students faced challenges in all macro language skills areas. Notably, the students' year level did not significantly influ-ence the challenges they encountered. However, a difference was observed between sex in challenges related to language exposure and reading comprehension. Furthermore, a positive correlation was found between challenges in vocabulary acquisition, macro language skills, vocabulary instruction, and vocabulary develop-ment.In conclusion, the study highlights the significant impact of challenges in learning English through literature exposure, fre-quent reading, and vocabulary acquisition on BSEd-English students. The researchers recommend adopting a comprehen-sive approach to address these challenges effectively.
Impact of Social Networking Sites on Enhancing English Literacy and Speaking Skills among Selected Students Mon, Anthony M.; Meer, Jasmine Ayah E.; Edu, Cher Aerice M.; Granada, Hilton Jhun G.; Cortes, Maureen M.; Montejo, Julie P.; Abanes, John Patrick G.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 3 (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.06.03.27

Abstract

ABSTRACT The advance of technology has provided a third virtual space where people from various regions and linguistic backgrounds can interact with each other regarding social network sites and applica-tions. Therefore, this study aimed to investigate the impact of social media on enhancing English literacy and speaking skills of the Bach-elor of Secondary Education Major in English students of President Ramon Magsaysay State University - Santa Cruz Campus. A quantitative research design was employed to answer the re-search questions. The respondents are female young adults in their second year of study. The findings reveal that the respondents used Facebook, Instagram, TikTok, and Telegram for more than three hours daily, they have strong internet connection for accessing edu-cational content, entertainment, news, and blogs, and strongly agreed that their vocabulary skills in English literacy and speaking were strong, while they agreed on grammar and comprehension skills. There is a significant difference in English literacy and speak-ing skills regarding grammar when grouped by age and year level. Additionally, there is a substantial difference in vocabulary skills when grouped by year level. There is no significant relationship be-tween social media use and the respondents' English literacy and speaking skills. The conclusion of the study has led to the recommendation that the students should be reminded that constant engagement with social media due to their positive attitude may hinder their studies which may lead to poor performance in school meanwhile teachers may incorporate in their classes the use of social media such as giv-ing of assignments and other instructions related to their courses so that their students may not only engage in social media for chatting but also for educational purposes. They should encourage their stu-dents to use the English language on Facebook to improve their Eng-lish language competency.
Co-Authors Abanes, John Patrick G. Almo, Ellhayzza Nicole B. Cortes, Maureen M. Dizon, Joseph Deo D. Edu, Cher Aerice M. Estella, Maria Jezyl T. Granada, Hilton Jhun G. Limon, Aaron M. Linga, Elemae R. Meer, Jasmine Ayah E. Menes, Maricar B. Mistica, Sanny Boy M. Montejo, Julie P. Mundia, Samantha