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International Journal of Multidisciplinary: Applied Business and Education Research

ijmaber
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Published by Future Science

ISSN : - EISSN : 27745368 DOI : 10.11594/ijmaber

Core Subject : Economy, Health, Science, Social, Engineering,

Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

International Journal of Multidisciplinary: Applied Business and Education Research is a peer-reviewed in a monthly basis that publishes full-length papers. it is to enhance the dissemination of knowledge across the multidisciplinary community. We are particularly interested in papers relevant to all disciplines. The editorial board is keep to receive articles that address all areas. The editorial board is keep to receive articles that address, inter alia, the following business scientific fields: General management International business trategic management Marketing Supply chain management Operations management Knowledge management Management of education Organization studies Entrepreneurship Small and medium enterprise Innovation Human resource management Information technology E-business Financial management and time series analysis. Education Social Sciences Science, Technology, Engineering and Mathematics (STEM) Economic Development Tourism Development Arts and Language Sports Theory Others The above areas are just indicative and the editors, in principle, welcome rigorous articles that encompass any scientific business and management field.

Arjuna Subject : Bisnis, Menejemen, dan Akutansi (semua kategori) - Bisnis, Menejemen, dan Akutansi (Lain-Lain)

Articles 1,727 Documents

169 170 171 172 173

Audio-Visual Resources in the Social Studies Department of President Ramon Magsaysay State University Aramay, Roneil S.; Flores, Irish E.
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.06.12.29

This quantitative descriptive study sought to establish the perceived competency and benefits of audio-visual resources (AVRs) among 60 President Ramon Magsaysay State University Social Studies teachers in Academic Year 2023-2024. The demographic profiles of the teachers, their use of AVRs, and the perceived effects on teaching efficiency, creativity, improvisation, and expressiveness were investigated. Data analysis indicated that the respondents were predominantly female, in middle adulthood, having a Master's degree, at the instructor rank, and with relatively new tenure. The findings indicated that the Social Studies instructors strongly agree that AVRs significantly enhance their teaching ability, creativity, improvisation, and expressiveness. Moreover, they demonstrated great confidence in their ability to select, prepare, and utilize AVRs correctly. Perceived benefits of AVRs were significantly influenced by academic rank and length of service but not by sex, age, or educational attainment. Conversely, perceived competence in AVR use was significantly influenced by sex, educational attainment, and academic rank but not by age or length of service. Recommendations to university administrators are to evaluate infrastructure for AVR capability, and to Social Studies teachers, perform AVR comparative studies and investigate the effect of self-assessed competence on student achievement. Future studies could examine the effects of demographic factors on AVR usage and perceived advantage and seek to find targeted areas of support to improve teaching efficiency.

The Power of Teaching Attitudes: Influencing Student Performance at Indanan National High School (Annex) Amil, Farulyn Ibno; Sakili, Muammar S.; Hayudini, Magna Anissa A.
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.06.12.22

The research, “The Power of Teaching Attitudes of Teachers and Students ‘Performance at Indanan National High School (Annex)” results showed that teachers in English, Mathematics, Science have very high teaching attitudes which were described as excellent along eight dimensions – clarity, enthusiasm, interaction, organization pace disclosure speech and rapport. Nevertheless, despite these favorable attitudes, academic performance in students was reported as being at a “Satisfactory” level and statistical analyses (t-test and ANOVA) found no significant correlation between teachers’ attitudes to teaching and student grades nor across subjects. The results imply that the impact of positive teaching attitude on a conducive learning climate may be overridden by other factors like instruction, students motivation to learn and home background in relation to their influence on academic achievement. In particular, it sought to investigate the teachers’ attitudes towards students as perceived by students themselves, to assess academic performance of the latter and to test the attitudes that teachers have towards their students whether they have a significant effect on students’ learning outcome. That is, it tried to measure the teachers’ attitudes towards students as perceived by their students, evaluate the learning performance of their students and test if the teachers’ attitudes toward students have an effect on the learning performance of these students.

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

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.

Mahirap Pero Kinakaya: A Sequential Exploratory Inquiry on the Experiences of Multigrade Teachers Hermosa, Gina D.; Sanchez, Geremy G.
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.06.12.30

This study examined the challenges and coping strategies of multigrade teachers in the Suyo District. The goal was to suggest policy actions that could improve teaching and learning in rural schools. The research used a sequential exploratory mixed-methods design. It started with qualitative interviews to identify common themes and then conducted a quantitative survey to confirm and expand upon the findings. Results showed eight major challenges: (1) time management, (2) curriculum demands, (3) instructional difficulties, (4) lack of instructional materials, (5) classroom management issues, (6) learner diversity, (7) limited parental support, and (8) insufficient professional development. The quantitative analysis confirmed that the three most pressing concerns were learner diversity, curriculum complexity, and insufficient professional development, as these showed the highest levels of seriousness among respondents. Teachers tackled these issues using coping strategies in eight areas: time management, instructional flexibility, differentiated instruction, resourcefulness, classroom management skills, adaptive teaching, peer school support, and participation in professional development. The study concluded that multigrade instruction is a viable way to ensure equal education when teachers receive enough support from institutions and the community. It recommends creating a multigrade-specific curriculum framework, strengthening peer mentoring and Learning Action Cells (LACs), improving professional learning programs, enhancing access to teaching resources, and increasing community and parental involvement.

Smart-Access Community Information System Ababa-En, Meichee B.; Jacildone, Kevin Christopher D.; Killase, Shelly Mae A.; Mantias, Judith S.; Mauricio, Marc Zedric F.; Ruiz, Romeo C.; Felix, Engr. Criselda S.
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.06.12.33

This research study looked into the prospective implementation of the Smart-Access Community Information System (SACIS). The respondents comprised 20 licensed local geodetic engineers who are duly registered with the Geodetic Engineers of the Philippines (GEP), as well as 30 Geodetic Engineering students from Baguio Central School. The study utilized a developmental-descriptive research design in conjunction with a descriptive survey approach to obtain comprehensive insights into stakeholder perceptions. Data were primarily collected through a structured questionnaire, which was carefully adapted and refined to ensure its validity, clarity, and appropriateness for addressing the research objectives. Based on the data collected, the study revealed several key findings: The current level of awareness regarding Smart Access to Land Information was assessed and established. Findings indicate that the Smart-Access platform is highly effective in terms of accessibility, accuracy, efficiency, and transparency. Moreover, the potential challenges that may arise during the future implementation of the Smart Access Community Information System (SACIS) are perceived as very much serious by the respondents, underscoring the need for careful planning and mitigation strategies to ensure successful deployment. The study concludes that the community has moderate awareness of Smart Access Community Information System (SACIS), understanding its objectives and benefits but showing varied knowledge across its purpose, services, and impact. The Smart-Access platform is considered highly effective, improving accessibility, accuracy, efficiency, and transparency compared to traditional methods, and is recognized for enhancing service delivery. However, respondents also perceive potential challenges—such as limited digital infrastructure, low digital literacy, and resistance to change.

Lived Experiences of Parents in Co-Parenting Relationships Quicho, Jervin Dinglasan; Cabrigas, France Celine Dominique Yncierto; Cañoneros, Marian Ralah Gelera; Curan, Jofel Marie Mercado
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.07.01.15

This study aims to know the lived experiences of parents in co-parenting relationships, specifically qualitative research that explores their life as someone in a co- parenting relationship. A total of nine (9) parents in co-parenting relationships were interviewed online or face-to-face. A total of six (6) superordinate were generated including ‘Living Through Family Transition,’ Navigating Life Changes and Challenges in Co- parenting.’ ‘Parenting Style and Family Members’ Adjustment in Co-parenting Setup.’ Emotional Connection.’ ‘Views on Formation of Parent and Child Emotional Bond,’ and ‘Proudest Moments and Beneficial Support for Co-parents.’ The study’s findings revealed that participants’ experiences in co-parenting relationships are viewed as challenging and emotionally exhausting, often requiring significant adjustment and emotional resilience. Despite these difficulties many parents emphasized that their co-parenting relationships were less toxic compared to when they were still in relationship with their ex-partner, which allowed them to have a more stable and manageable environment for both them and their children. Aside from these challenges, parents also have positive views of co-parenting with increased cooperation for both parents and having shared commitment with their children’s well-being. A support social activity module was proposed to enhanced and to support the families in co parenting setup relationships in raising a family and child rearing practices.

Self-Efficacy and Impostor Syndrome Among Selected Bachelor of Science in Nursing Students of Cavite State University - Main Campus Quicho, Jervin Dinglasan; Alfonso, Krisha Koleen A.; Añes, Janette T.; Ilem, Nica Angeline R.
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.07.01.07

Nursing is a psychologically and emotionally stressful profession where students have to reconcile the demands of school, clinical practice, and strength. This paper has discussed the connection between self-efficacy and impostor syndrome among students in a Bachelor of Science in Nursing program at Cavite State University – Main Campus and whether there exists a sex difference in the variables. A total of 258 officially enrolled third- and fourth-year students were identified as having participated in the study in Academic Year 2024-2025 using total enumeration and purposive convenience sampling within the study with the descriptive comparative-correlational design. Frequency and percentage distributions, median, standard deviation, Mann-Whitney U test, Spearman rho and Fisher Z test were used as statistical analyses. Findings showed that the impostor feelings were common among both male and female students with average scores of 67.61 and 68.41 respectively which was categorized as frequent impostorism. Nonetheless, the level of self-efficacy in both groups was high with the mean scores of 30.98 and 29.66. There was no notable difference between the sexes in impostor syndrome (t = 0.392, p = 0.696), whereas, there was a notable difference in self-efficacy (U = -2.229, p = 0.026) with males having more confidence. The combination of intense impostor experiences and strong self-efficacy points has complex preparation in nursing education students believe they are competent but cannot learn to have their victory. These results indicate that self-efficacy can serve as an armor but a weak one against self-doubt.

Chatbot AWARE: A Thematic Literature Review on Chatbot Awareness, Workload-Based Adoption, Responsibility, and Ethics in Higher Education Institutions Concepcion, Anthony U.
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.07.01.28

AI chatbots may improve learning, simplify teaching, and engage students at colleges and institutions. AWARE examined chatbots' effects on instructors and students. Awareness, ethics, responsibility, and workload-based adoption comprise the framework. By reviewing 19 scholarly sources, the researchers created the AWARE framework. Topics were sorted into four groups. Researchers ought to know the framework's pros and cons and smart uses. Online chatbots can teach, administer, and collect feedback, according to the study. There are however some problems, like lower emotional intelligence, the risk of disseminating false information, concerns about academic honesty, and the fact that not everyone can access the material. The study shows that chatbots can help with teaching instead of replacing it, as long as there are clear rules and a consistent way of teaching. The lack of lasting empirical evidence concerning the effectiveness of chatbots highlights the imperative for subsequent research aimed at measurable learning outcomes, equitable access, and the establishment of stringent ethical standards for AI integration in higher 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

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

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.

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Home Page

OAI Link

Editorial Team

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Reviewer

Google Scholar

Contact Name Froilan D. Mobo

Contact Email fd.mobo@pmma.edu.ph

Phone +6281331990313

Journal Mail Official editor@babmrjournal.org

Editorial Address Griya Shanta Eksekutif P470 Lowokwaru, Malang, Indonesia 65141

Location Kab. malang, Jawa timur INDONESIA

Abstract

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Contact Name
Froilan D. Mobo

Contact Email
fd.mobo@pmma.edu.ph

Phone
+6281331990313

Journal Mail Official
editor@babmrjournal.org

Editorial Address
Griya Shanta Eksekutif P470 Lowokwaru, Malang, Indonesia 65141

Location
Kab. malang,

Jawa timur

INDONESIA