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All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Beloro, Lehai B.
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Instructional Strategies of Teachers, Reading Proficiency, and Reading Motivation of Grade 7 Students Conel, Raquel B.; Beloro, Lehai B.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 1 (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.07.01.26

Abstract

This study determined the commonly used instructional strategies and the relationship of reading motivation on the reading proficiency levels of Grade 7 students, and used these findings as basis for developing a teacher-led intervention material. The research design used was descriptive-correlational design with a sample of 139 Grade 7 students and 7 English teachers. Analysis of data was done using Weighted Mean, Pearson Product Moment Correlation Coefficient, Coefficient of Determination and modified ADDIE model. Results showed that the identified instructional strategies were used often by teachers, their average weighted mean (AWM) being 3.09. Regarding reading skills, students displayed strong reading fluency (56.80%) and moderate vocabulary knowledge (59.70%). Nevertheless, students showed a frustration-level performance in reading comprehension (43.90%), indicating that they struggle to independently understand texts and need significant support from teachers to grasp reading materials. Analysis of reading motivation of Grade 7 showed that the level of motivation was moderately high, with an (AWM) of 2.91. Correlation tests revealed that reading motivation had a very weak effects on reading proficiency, with r-squared values ranging from 0.0016% to 2.7556%, suggesting minimal contribution of motivation to students’ reading performance. These results were the foundation of a teacher-directed intervention resource aimed at overcoming the challenges outlined and helping the students to become more proficient and motivated in reading. Altogether, the research highlights the necessity of more specific and teacher-centered strategies to enhance the level of reading comprehension and interest among the students. 
Instructional Strategies of Teachers, Reading Proficiency, and Reading Motivation of Grade 7 Students Conel, Raquel B.; Beloro, Lehai B.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 1 (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.07.01.26

Abstract

This study determined the commonly used instructional strategies and the relationship of reading motivation on the reading proficiency levels of Grade 7 students, and used these findings as basis for developing a teacher-led intervention material. The research design used was descriptive-correlational design with a sample of 139 Grade 7 students and 7 English teachers. Analysis of data was done using Weighted Mean, Pearson Product Moment Correlation Coefficient, Coefficient of Determination and modified ADDIE model. Results showed that the identified instructional strategies were used often by teachers, their average weighted mean (AWM) being 3.09. Regarding reading skills, students displayed strong reading fluency (56.80%) and moderate vocabulary knowledge (59.70%). Nevertheless, students showed a frustration-level performance in reading comprehension (43.90%), indicating that they struggle to independently understand texts and need significant support from teachers to grasp reading materials. Analysis of reading motivation of Grade 7 showed that the level of motivation was moderately high, with an (AWM) of 2.91. Correlation tests revealed that reading motivation had a very weak effects on reading proficiency, with r-squared values ranging from 0.0016% to 2.7556%, suggesting minimal contribution of motivation to students’ reading performance. These results were the foundation of a teacher-directed intervention resource aimed at overcoming the challenges outlined and helping the students to become more proficient and motivated in reading. Altogether, the research highlights the necessity of more specific and teacher-centered strategies to enhance the level of reading comprehension and interest among the students. 
Challenges of Gender-Responsive Pedagogy Practices of Teachers Reynales, Donna Claire C.; Beloro, Lehai B.
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.07.02.30

Abstract

The study aimed to determine the influence of challenges on gender-responsive pedagogy (GRP) practices at Central Bicol State University of Agriculture-Sipocot Campus during the school year 2024-2025. This employed a descriptive-correlational method. Statistical analyses included weighted mean, Pearson Product- Moment Correlation Coefficient, and Coefficient of Determination. The data show that teachers are generally in agreement on the issues they face, with an average weighted mean (AWM) of 3.02. Despite challenges, GRP practice was very high, with an average weighted mean (AWM) of 3.65, indicating "very highly practiced." A statistically significant positive correlation was found between the implementation of GRP in course syllabi and challenges in classroom setup (r = 0.383, p < 0.05) and teaching methodology (r = 0.347, p < 0.05). However, there was no substantial link between problems and GRP methods in classroom management or student performance evaluation. The analysis also found very minor connections between course syllabi and classroom arrangement (r2 = 0.15), teaching approach (r2 = 0.12), and gender-neutral language (r2 = 0.01). Similarly, there were weak associations found between classroom management and student performance (r2 values ranged from 0.00 to 0.11). These findings form the basis of a handbook aimed at addressing the stated difficulties.
Co-Authors Conel, Raquel B. Reynales, Donna Claire C.