Article Per Year (5 Year)
p-Index From 2021 - 2026
0.702
P-Index
This Author published in this journals
All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Quiñones, John Rey B.
Unknown Affiliation
Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Contextualization and Localization in Science Curriculum Implementation: A Systematic Review of Strategies, Impacts, and Challenges in the Philippine Basic Education System Banzuelo, Je-Ann; Quiñones, John Rey 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.07.01.08

Abstract

The K-12 Basic Education Program in the Philippines, institutionalized through Republic Act 10533 and operationalized by DepEd Order No. 35, s. 2016, mandates the use of Contextualization and Localization (C&L) to enhance the relevance of the science curriculum. This systematic review synthesizes literature from 2010 to 2024 to analyze the implementation, impacts, and challenges of C&L in Philippine science education. Findings reveal prevalent teacher-initiated practices, such as leveraging local biodiversity, integrating Indigenous Knowledge Systems (IKS), and employing community-based problem-solving. These strategies are consistently shown to improve student engagement, deepen conceptual understanding, and strengthen cultural identity. However, significant systemic barriers impede effective implementation, including inadequate teacher preparation, a lack of validated localized materials, large class sizes, rigid curriculum pacing, and epistemological tensions between indigenous and Western scientific paradigms. The review further identifies methodological limitations in the existing research, notably a predominance of small-scale qualitative studies, an absence of longitudinal data on learning outcomes, and insufficient inclusion of student and community voices. To realize the transformative potential of C&L for democratizing science education, this study calls for a multi-stakeholder approach involving reformed teacher education, sustainable support systems for resource development, and a robust research agenda focused on scalability, impact, and ethical knowledge integration.
Institutional Readiness and Faculty Awareness for Ethno-STEM and Augmented Reality Pedagogy: A Descriptive-Correlational Study in Masbate, Philippines Mahawan, Alvin M.; Quiñones, John Rey 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.07.01.09

Abstract

This descriptive–correlational study examined institutional readiness for integrating Augmented Reality (AR) in teaching and faculty awareness of Ethno-STEM pedagogy in a state college in Masbate Province, Philippines. Institutional readiness was assessed in terms of technological infrastructure, technical and administrative support, faculty digital competence, and organizational culture, while faculty awareness of Ethno-STEM was examined through conceptual understanding, perceived pedagogical value, and contextual application. Data were gathered from thirty-five (35) full-time faculty members using a validated survey instrument and analyzed using descriptive statistics and Pearson’s product–moment correlation through Jamovi. Results indicated that institutional readiness for AR integration (M = 3.02) and faculty awareness of Ethno-STEM pedagogy (M = 3.18) were both at a moderate level. While technological infrastructure and organizational culture were generally adequate, technical and administrative support emerged as a key area needing improvement. Faculty members demonstrated greater appreciation of the pedagogical value of Ethno-STEM than their capacity to apply it effectively in culturally contextualized instruction. Correlation analysis revealed that faculty digital competence (r = .482, p = .004) and organizational culture (r = .356, p = .041) were significantly associated with Ethno-STEM awareness, whereas technological infrastructure and technical support were not. These findings suggest that human and cultural dimensions of institutional readiness play a more decisive role than material resources in advancing culturally responsive, technology-enhanced pedagogy. The study provides empirical evidence to inform capacity-building initiatives that emphasize faculty professional development, supportive organizational cultures, and enabling institutional policies for effective AR and Ethno-STEM integration in teacher education.
Contextualization and Localization in Science Curriculum Implementation: A Systematic Review of Strategies, Impacts, and Challenges in the Philippine Basic Education System Banzuelo, Je-Ann; Quiñones, John Rey 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.07.01.08

Abstract

The K-12 Basic Education Program in the Philippines, institutionalized through Republic Act 10533 and operationalized by DepEd Order No. 35, s. 2016, mandates the use of Contextualization and Localization (C&L) to enhance the relevance of the science curriculum. This systematic review synthesizes literature from 2010 to 2024 to analyze the implementation, impacts, and challenges of C&L in Philippine science education. Findings reveal prevalent teacher-initiated practices, such as leveraging local biodiversity, integrating Indigenous Knowledge Systems (IKS), and employing community-based problem-solving. These strategies are consistently shown to improve student engagement, deepen conceptual understanding, and strengthen cultural identity. However, significant systemic barriers impede effective implementation, including inadequate teacher preparation, a lack of validated localized materials, large class sizes, rigid curriculum pacing, and epistemological tensions between indigenous and Western scientific paradigms. The review further identifies methodological limitations in the existing research, notably a predominance of small-scale qualitative studies, an absence of longitudinal data on learning outcomes, and insufficient inclusion of student and community voices. To realize the transformative potential of C&L for democratizing science education, this study calls for a multi-stakeholder approach involving reformed teacher education, sustainable support systems for resource development, and a robust research agenda focused on scalability, impact, and ethical knowledge integration.
Institutional Readiness and Faculty Awareness for Ethno-STEM and Augmented Reality Pedagogy: A Descriptive-Correlational Study in Masbate, Philippines Mahawan, Alvin M.; Quiñones, John Rey 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.07.01.09

Abstract

This descriptive–correlational study examined institutional readiness for integrating Augmented Reality (AR) in teaching and faculty awareness of Ethno-STEM pedagogy in a state college in Masbate Province, Philippines. Institutional readiness was assessed in terms of technological infrastructure, technical and administrative support, faculty digital competence, and organizational culture, while faculty awareness of Ethno-STEM was examined through conceptual understanding, perceived pedagogical value, and contextual application. Data were gathered from thirty-five (35) full-time faculty members using a validated survey instrument and analyzed using descriptive statistics and Pearson’s product–moment correlation through Jamovi. Results indicated that institutional readiness for AR integration (M = 3.02) and faculty awareness of Ethno-STEM pedagogy (M = 3.18) were both at a moderate level. While technological infrastructure and organizational culture were generally adequate, technical and administrative support emerged as a key area needing improvement. Faculty members demonstrated greater appreciation of the pedagogical value of Ethno-STEM than their capacity to apply it effectively in culturally contextualized instruction. Correlation analysis revealed that faculty digital competence (r = .482, p = .004) and organizational culture (r = .356, p = .041) were significantly associated with Ethno-STEM awareness, whereas technological infrastructure and technical support were not. These findings suggest that human and cultural dimensions of institutional readiness play a more decisive role than material resources in advancing culturally responsive, technology-enhanced pedagogy. The study provides empirical evidence to inform capacity-building initiatives that emphasize faculty professional development, supportive organizational cultures, and enabling institutional policies for effective AR and Ethno-STEM integration in teacher education.
Co-Authors Banzuelo, Je-Ann Mahawan, Alvin M.