Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Galimpin, Jay L.
Unknown Affiliation
Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Students’ Attitude Towards Learning Mathematics Online Salada, Abegail P.; Timbal, Antoniette T.; Janiola, Fe R.; Galimpin, Jay L.
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.06.12.20

Abstract

This study examines the attitude of the non-math major education students on learning mathematics online as a new way of delivering learning during the ongoing pandemic. It determines their attitude in the selected events of instruction. The study make used of descriptive design. Furthermore, the data used in this study were obtained from 50 respondents of Holy Name University who are taking General Education Course - Mathematics online.  Data were collected through self-administered survey questionnaire sent through google form to comply with the existing policies in the midst of pandemic. The responses made by the respondents were collected, tallied, recorded, tabulated, and interpreted with the help of the statistical tools. The result shows that students develop a positive perception in the event of presenting the content. Students got neutral level of perception to the rest of the events of instruction. The result also indicates that there is no significant difference between students’ attitude towards learning mathematics online when grouped according to area of specialization and events of instruction. Moreover, it was concluded that employing various strategies, techniques, and teaching aids in the event of presenting the content develop a positive perception on the students’ attitude towards learning Mathematics. The result proves that the events in instructional method employed in the mathematics classroom show a significant impact on developing students’ attitude towards mathematics learning.
Teacher Empowerment: Insights on the Enhancement of Teacher Capabilities Leadership Practices and Teacher Empowerment Celosia, Rex U.; Dopeno, Maria Liesle A.; Galimpin, Jay L.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 2 (2026): 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.07.02.09

Abstract

Teacher empowerment is essential to enhance learning outcomes as it directly influences classroom dynamics and educational effectiveness. Thus, this study investigated the teacher empowerment towards enhanced capability among public school teachers in Tagbilaran City and Bohol Divisions for the school year 2023-2024.  It employed mixed method approach, particularly convergent parallel design. In the quantitative strand, the study surveyed 280 administrators and 369 public school teachers. In the qualitative strand, an in-depth interview was conducted to ten (10) participants.  Results revealed that school heads had a more positive view of teacher empowerment than the teachers themselves, a difference confirmed by statistical analysis. Both groups rated professional growth and self-efficacy domains favourably, but teachers saw their decision-making power as moderate. Factors like leadership, trust, support, and collaboration enhanced empowerment, while micromanagement, limited autonomy, and poor communication hindered it. The study revealed a gap in how the two groups viewed decision-making processes, likely influenced by collaborative program development and tensions around teacher independence within curriculum guidelines. High professional growth ratings aligned with teachers' focus on reflection and effective strategies. Interestingly, qualitative data highlighting teacher collaboration and innovation suggests why teachers may have rated their overall impact lower than school heads did. Recommendations were given to enhance teachers’ empowerment.
Co-Authors Celosia, Rex U. Dopeno, Maria Liesle A. Janiola, Fe R. Salada, Abegail P. Timbal, Antoniette T.