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All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Antonio, Vida V.
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

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Availability, Accessibility, and Teachers’ Utilization of Science Laboratory Resources in Public Secondary Schools of Ilocos Norte Cabusor, Sheila Marieh; Antonio, Vida V.
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.06.03.33

Abstract

Access to basic educational facilities is vital for creating an ideal learning environment. The establishment of science laboratories provides educators with essential resources to expound abstract scientific concepts, hence, improving student understanding. This study intended to assess the availability and level of utilization of science laboratory resources in Public Secondary Schools of Ilocos Norte. The study followed descriptive research methodology and purposive sampling to collect data from 198 Junior and Senior High School Science teachers. The instruments used for the study was adapted from DO # 17, s. 2017, and DO # 42, s. 2006. The results of the study indicated that in most participating schools; basic science laboratory apparatuses are highly available. However, majority of the schools are highly inadequate with advanced laboratory apparatus and laboratory chemicals. Moreover, this study revealed that most schools do not have their separate dark rooms and shower rooms. In terms of level of utilization, there is no apparatus that is Always utilized, and dark room is Never utilized. The study recommended for a nationwide or regional survey of schools to evaluate the availability of science laboratory resources and correlate this information with student performance indicators. The researchers suggest on analysing current policies on scientific education funding and resource allocation that would targets areas for enhancement and promote equal distribution of resources. These will enable the establishment of adequate science laboratories and resources in all schools to enhance the effective teaching and learning of science.
Physics Teachers’ Competence and Extent of Use of Laboratory Approaches Remigio, John Marvin F.; Antonio, Vida V.; Calzada, Marc Paul T.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 5 (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.06.05.31

Abstract

Science education is vital for developing students' critical thinking, problem-solving skills, and scientific literacy. Effective scientific training relies on both theoretical instruction and hands-on experience using laboratory equipment. Laboratories serve as essential instructional environments where students explore scientific principles, conduct experiments, and apply theoretical knowledge in practical situations. The efficient utilization of laboratory equipment predominantly depends on the expertise of science educators in administering and integrating these resources into their instruction. Hence, a descriptive-correlational research approach was conducted to determine the knowledge and skill competence of public school teachers in the Schools Division of Ilocos Norte. Using a researcher-made survey questionnaire, it was revealed that the respondents have very high competence when it comes to laboratory instruction. With a positive correlation, the results revealed that teachers with high competence in laboratory techniques, equipment handling, and experiment facilitation are more likely to integrate laboratory activities into their teaching, fostering active learning and scientific inquiry among students. The study emphasizes the importance of continuous professional development and skills training to maximize the use of laboratory resources. Thus, Schools should invest in training programs and provide adequate facilities to ensure teachers can effectively implement laboratory-based instruction, enhancing instructional effectiveness and student engagement in science learning.
Research Writing Competence of Master Teachers and School Heads and its Implications to Research Management Abara, Marvin Q.; Antonio, Vida V.
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.06.08.19

Abstract

This study assessed the research writing competence of master teachers and school heads through survey questionnaires and semi-structured interviews. Descriptive data analysis techniques, including frequency counts, percentage distributions, and means were utilized to summarize and interpret the data. The research productivity profile indicated a clear need for additional training to enhance the research skills and knowledge of the educators. A few number of respondents had not undergone research-related training from 2017 to 2021, and a small number had completed research studies, presented research findings at conferences, and published research articles. This highlights the need to improve research generation, dissemination, and publication skills. Regarding research writing competence, self-assessments varied by role and education level. Elementary level master teachers demonstrated moderate competence in writing research, while expressing limited familiarity with knowledge on research methodology. Junior High School (JHS) master teachers and school heads generally perceived themselves as highly competent in various research writing tasks. However, they continued to encounter challenges in certain areas. They displayed high competence in conducting quantitative and qualitative research and in making use of their ICT skills in research. Additionally, they demonstrated a strong understanding of research ethical principles and standards. Overall, the study identified areas for improvement, including connecting research findings with existing literature, establishing research gaps, and enhancing research dissemination and presentation skills. These findings inform the design of targeted training programs and interventions to address these specific areas of improvement among master teachers and school heads, leading to improved research management in schools.
Elementary School Heads’ Profile, Level of Competence, and Experiences in Crisis Management Domingo, Flordeliza C.; Antonio, Vida V.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 10 (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.06.10.09

Abstract

Crisis management is a vital competency for elementary school heads amid increasing emergencies that disrupt education. This study assessed the profile, competence, and experiences of 150 public elementary school heads in Ilocos Norte, Laoag City, and Batac City, Philippines, using a descriptive research design using validated questionnaire and interviews. Results showed that most respondents were female, aged 41–60, with master’s units or degrees and more than ten years of service. They demonstrated a proficient level of competence in the four phases of crisis management: mitigation and prevention, preparedness, response, and recovery, with notable strengths in preparing drills, communication, and recovery routines, but gaps in mitigation strategies, crisis communication, suicide prevention, and psychosocial support. Qualitative findings revealed recurring challenges, including limited funding, insufficient crisis-specific training, and weak coordination with external agencies. These results suggest that while school heads are generally competent, their capacities are not yet fully developed to meet the demands of complex crises. The study recommends the establishment of a Comprehensive Crisis Management Program (CCMP) that emphasizes proactive planning, effective communication protocols, psychosocial support systems, and collaboration with local government units to enhance school resilience and ensure the safety and well-being of learners and staff.
Investigating Teachers' Perceptions, Challenges, and Support Systems in Handling a Visually Impaired Student in a Teacher Education Institution Antonio, Vida V.; Dela Cruz, Andrian D.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 12 (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.06.12.23

Abstract

Inclusive Education (IE) is a recognized right mandated by international and Philippine policies, requiring schools to accommodate learners with disabilities, including those with visual impairment (VI). Teachers play a vital role in implementing IE, yet their readiness, perceptions, and access to support systems shape the effectiveness of inclusive practices. This study aimed to investigate teachers’ perceptions, challenges, and support systems in handling a student with VI in a Teacher Education Institution (TEI) in northern Philippines. A qualitative-descriptive case study design was employed, involving 12 purposively selected teachers who had taught the student with VI in at least one semester. Data were gathered through semi-structured interviews and focus group discussions and analyzed thematically using Braun and Clarke’s (2012) framework. Ethical protocols such as informed consent and confidentiality were strictly observed. Findings revealed that teachers strongly valued inclusive education and emphasized empathy, patience, adaptability, and learner-centered approaches in teaching students with VI. They adopted flexible strategies such as tactile resources, auditory cues, and differentiated instruction. However, challenges included limited training in Braille and inclusive pedagogy, lack of accessible resources, barriers in assessment, and difficulties in creating safe and inclusive classroom environments. Despite these, teachers received support through collegial collaboration, peer assistance, expert guidance from SPED teachers and ECSNED department staff, family involvement, access to assistive technologies, and institutional measures such as inclusive classroom setups and alternative assessments. In conclusion, teachers demonstrated commitment and creativity in promoting inclusion but faced systemic gaps in preparation and resources. t.
Co-Authors Abara, Marvin Q. Cabusor, Sheila Marieh Calzada, Marc Paul T. Dela Cruz, Andrian D. Domingo, Flordeliza C. Remigio, John Marvin F.