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All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Wenie L. Nahial
Camiguin Polytechnic State College
Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

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Challenges and Opportunities in the Implementation of Early Literacy Intervention Among Kindergarten Teachers Wenecyl F. Manuel; Wenie L. Nahial
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 3 (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.07.03.27

Abstract

Addressing reading problems at an early stage is recommended to reduce the adverse effects on the pupils. This study aimed to identify the challenges encountered and opportunities experienced during the implementation of early literacy interventions in kindergarten. In this regard, 41 kindergarten teachers responded positively in providing the needed data. A quantitative descriptive research design was employed, supplemented with a survey questionnaire as the primary data collection tool, and casual interviews for follow-up. Research protocols of Dep-Ed-Bukidnon were observed at all times. Appropriate statistical tools were used to produce reliable results. Analysis showed that the majority of respondents were young adults with units in master’s degree programs in education, and they came from small schools. The highest counts of respondents served for 6 to 10 years and attended 6 or more training sessions related to early literacy intervention, initiated and sponsored by the Division Office. The respondents had consistently encountered challenges and experienced opportunities during the implementation of early literacy interventions. A moderate, positive, and significant relationship was found between the challenges encountered and the opportunities experienced during the implementation of early literacy intervention. There was no significant difference in the extent of challenges encountered among the respondents when grouped by age, years in teaching, highest educational attainment, and number of trainings attended. However, there was a significant difference in the challenges encountered when grouped by school size. Respondents from small and medium-sized schools encountered more challenges than those from large schools.
Utilization of Multi-Sensory Approaches in Teaching Reading and Performance Among Pupils Mia O. Reduca; Wenie L. Nahial
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 3 (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.07.03.25

Abstract

Reading problem has been noted every year, particularly among pupils in Key Stage 1. These pupils are expected to know how to read upon passing the first stage in basic education. On this conjecture, the study aimed to determine the utilization of multisensory approaches in teaching reading among the 35 teachers of Grades 1 to 3. A quantitative descriptive research design was employed, utilizing a survey questionnaire as the primary data collection tool with a casual interview to verify responses. By checking the assumptions of a parametric test, the identification of an appropriate statistical test was observed to produce reliable results. The majority of the respondents were in the middle adulthood stage, predominantly females, who had gained sufficient experience by serving for at least 11 years, attending 3 to 5 related trainings, and having earned at least units in a master’s degree program. The perception of the respondents in the multisensory approach was at a high extent, indicating the utilization of the intervention at all times, while the academic performance of the pupils plateaued at a satisfactory level. The calculation further showed that there was an extremely weak or negligible association between the extent of multisensory approach utilization and pupils’ academic performance. Moreover, the extent of utilization of a multisensory approach did not differ among the respondents when grouped by age, sex, number of years in teaching, highest educational attainment, and school size. 
Code Switching and Academic Performance Among Students Fritzie L. Cempron; Wenie L. Nahial
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 6 (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.07.06.16

Abstract

This study aimed to determine the extent of code-switching utilization among the respondents in teaching English, Science, and Mathematics, as well as its association with the academic performance of the students. Thirty-nine (39) senior high school teachers agreed to serve as respondents of the study after meeting the requirements. Research protocols of DepEd-Camiguin were religiously observed in gathering the required data. Appropriate statistical tools were used to produce reliable results and sound insights. The descriptive statistics showed that females dominated in the teaching profile with a balanced distribution across age groups and experience levels. Analysis further revealed that the respondents had maintained a consistent, very high utilization of code-switching as a deliberate and strategic instructional tool. The students' academic performance was noted as being distributed between “Very Satisfactory” and “Outstanding” levels. The study found no significant relationship between code-switching and academic outcomes. This indicates that, as code-switching helped students to learn, this pedagogical approach does serve as a good predictor of the academic performance of the students. The study also found that respondents’ utilization of code-switching did vary significantly when grouped by sex, age, educational attainment, or years of teaching experience. It can be concluded then that the utilization of code-switching has become a routine among the respondents in the delivery of the lessons to the students. 
Co-Authors Fritzie L. Cempron Mia O. Reduca Wenecyl F. Manuel