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All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Castro, Rein Mark F.
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Learners’ Profile Across Programs and Research Writing Background Castro, Rein Mark F.
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.06.02.28

Abstract

his study utilized a descriptive-correlational research design to inves-tigate the relationship between learners' profile and their research writing background among 276 students at Osias Colleges Incorpo-rated. The instrument underwent pilot testing, achieving a Cronbach's alpha value of 0.94, indicating high reliability. Data analy-sis involved statistical methods including frequency counts, percent-ages, means, and chi-square tests to interpret the findings accurately.The results revealed that most participants were male freshmen aspiring to become criminologists. In terms of their research writing background, learners demonstrated a solid understanding of the re-search writing process, reported significant experience, and ex-pressed confidence in their writing abilities. Notably, the study found that both gender and year level significantly influenced students' awareness, experience, and competence in research activities, sug-gesting that as students advance academically, their engagement with research writing improves. However, the specific courses taken did not appear to significantly impact on students' experiences or compe-tencies, indicating a need for curricular enhancements across disci-plines. To address these findings, the study proposed an action plan aimed at improving learners' research writing engagements. This includes implementing a mentorship program that pairs students with experienced faculty or upperclassmen to provide guidance on academic challenges and research skills. Additionally, interactive workshops focused on advanced research writing techniques should be organized to facilitate hands-on learning experiences. Establishing a curriculum review committee (with representatives from various programs) would help assess how effectively different courses pro-mote research skills and identify best practices for enhancing student engagement in research activities across all programs.
Learners’ Blended Learning Experience at Osias Colleges Incorporated Castro, Rein Mark F.; Balibat, Aurora M.; Osongco, Robert E.; Ramos, Roger P.; Solis, Dulce Marie B.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 4 (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.06.04.22

Abstract

This study utilized a descriptive research design to explore learners' experiences and challenges in blended learning at Osias Colleges Incorporated. It involved 248 students selected via convenience sampling and uses a researcher-developed questionnaire, validated by experts and pilot-tested with a Cronbach's alpha of 0.90, serves as the primary data collection tool. The study assessed learners' profiles and their blended learning experiences across engagement, flexibility, instruction quality, technical support, and collaboration. It also identified challenges and opportunities for improvement to enhance the program's effectiveness, using frequency, percentages, and mean for data analysis. Most respondents in the study are first-year college students pursuing a Bachelor of Science in Criminology. Overall, learners at Osias Colleges Incorporated report a positive experience with the blended learning modality. However, respondents identified significant challenges, including technical issues like software glitches and connectivity problems, as well as the need for personalized support. Opportunities for improvement are centered around five key components of blended learning: students' engagement, flexibility, quality of instruction, technical support and accessibility, and collaboration, all of which are intertwined with the challenges faced by learners. To enhance the blended learning at Osias Colleges Incorporated, several strategies can be implemented. Incorporating interactive multimedia resources like videos, quizzes, and simulations can boost learner engagement. Implementing an accessible technical support system will address software and connectivity issues promptly. Finally, regularly assessing and refining the five key components of blended learning—engagement, flexibility, instruction quality, technical support, and collaboration—will ensure a more effective learning environment by addressing challenges proactively.
Comprehensive Examination Performance and Work Performance Castro, Rein Mark F.; Patricio, Noli B.; Tabamo, Ana Marie S.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 4 (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.06.04.30

Abstract

The study employed a descriptive-correlational research design. Using the convenience sampling technique, the study obtained a total of 61 respondents from both MAEd and MBA graduates. Through the adoption of the questionnaire developed by Koopman (2014) entitled” Individual Work Performance Questionnaire (IWPQ) the study gathered necessary data. The study discovered that most of the respondents are Master of Arts in Education degree holders and currently occupying a position of Teacher III. Additionally, Graduates of MAEd and MBA obtained good performance in the Comprehensive Examination. Moreover, work performance of the Graduates in terms of contextual performance, adaptive performance and counterproductivity work behavior is excellent while very good in task performance. Lastly, the study revealed that there is no significant relationship between the comprehensive examination performance and work performance of the respondents. The study suggests to encourage ongoing education and professional development opportunities for Master of Arts in Education (MAEd) graduates, establish a peer tutoring or study group initiative within the MAEd and MBA programs, launch a recognition and rewards program within the organization, and undergo Continuing Professional Development (CPD) to maintain competence in their professional practice.
Driving Quality and Continuous Improvement: A Tracer Study of Graduate Programs at Osias Colleges Incorporated Castro, Rein Mark F.; Cristobal, Joseph M.; Espelita, Mark Moises A.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 4 (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.06.04.36

Abstract

This tracer study examines the outcomes of the MAEd and MBA graduate programs at Osias Colleges, Inc. (OCI). Building upon a descriptive design and data from 143 alumni gathered via a validated survey, results reveal high satisfaction and engagement, particularly in teaching, research, and extension services. Although the comprehensive exam is a pivotal assessment of the students understanding and the overall outcome of their teaching and learning, a number of studies find little relationship between the exam score and the professional outcomes, such as subsequent work performance of graduate students. Recommendations include enhanced administrative support and continuous alumni engagement to strengthen program quality as well as provide a number of more relevant professional development programs and recognition programs to further strengthen program efficacy.
Co-Authors Balibat, Aurora M. Cristobal, Joseph M. Espelita, Mark Moises A. Osongco, Robert E. Patricio, Noli B. Ramos, Roger P. Solis, Dulce Marie B. Tabamo, Ana Marie S.