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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 1,927 Documents

189 190 191 192 193

Stomatal and Morphological Characteristics of In-Vitro Grown Tomato (Solanum lycopersicum L.) Treated with Different Concentrations of Colchicine and Pendimethalin Jessa R. Gines; Catherine C. Arradaza; Marilyn M. Belarmino; Marilou M. Benitez; Rosemarie B. Gonzaga
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.07.06.25

This research investigated the stomatal and morphological response of in vitro grown tomato (Solanum lycopersicum L.) plantlets to different concentrations of colchicine and pendimethalin. The effects of treatments on stomatal parameters, chlorophyll content and morphological characteristics were studied. The study was conducted using a Completely Randomized Design (CRD) with seven treatments replicated three times with ten samples per replicate at the Plant Tissue Culture Laboratory, Department of Horticulture, Visayas State University. To evaluate the responses of various concentrations of colchicine (1.5, 3.0 and 5.0 mM) and pendimethalin (10, 20 and 30 µM), induced polyploid-associated traits and overall plant growth and development rate on tomato plantlets have also been compared with normal diploid plantlet used as control in subsequent measurement. The results indicated that the mutagen treatments have a substantial effect on explant viability, stomatal traits and chlorophyll content as well as vegetative growth of tomato plants. Moderate concentrations had more profound effect with higher survival percentages of explants found for 20 µM pendimethalin (91%) and 5.0 mM colchicine (84%), which produced regeneration and adaptation, as compared to other concentrations in this study. It was found out with an increased stomatal length, width and aperture on mutation treated plantlets but decreased stomatal density shows induction of polyploid trait. Colchicine resulted in the greatest stomatal size together with favourable impact on chlorophyll content. In contrast, at the highest concentrations of pendimethalin (30 µM), growth was inhibited and chlorophyll was decreased as a result of phytotoxicity.

Flooding in Ermita: A Comparative Case Study of Before and After the Construction of the Dolomite Beach Jan Jylyn Galvez; Andrea T. Martin; Clark Cedrick B. Sicat; John Cris V. Wenceslao; Dennis L. Estacio
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.07.06.26

Low-lying coastal neighborhoods of Metro Manila, including Ermita, continue to struggle with flooding. Recent discussions have suggested that the 2020 Manila Bay Dolomite Beach coastal replenishment project may have made the issue worse by changing local hydrodynamics. This study used a descriptive-comparative case study design based on secondary data from peer-reviewed journal articles, government reports, academic writings, environmental assessments, and verified news articles to compare the frequency and duration of flooding in Ermita before (2015-2020) and after (2021-2025) the project's construction. High tides, severe rainfall, and inadequate drainage maintenance were the main causes of the frequent but mostly transient pre-construction floods. On the other hand, post-construction data showed more frequent and rerouted major drainage outfalls in Faura, Remedios, and Estero de San Antonio Abad as a result of artificial beach structures that reduced the effectiveness of stormwater discharge into Manila Bay. The results showed that although flooding existed before the project, the development of Dolomite Beach inadvertently decreased the urban drainage system's capacity, which prolonged Ermita's floods. In order to guarantee that environmental and aesthetic projects improve rather than jeopardize long-term resilience and public safety, the study emphasizes the vital need for thorough, multidisciplinary planning that integrates coastal engineering interventions with the current urban hydrological infrastructure.

The Nexus of Cultural Heritage, Identity, and Environmental Sustainability: A Bibliometric Analysis Dennis L. Estacio; Ana Neliza B. Del Mundo-Angeles; Anjelo S. Flores; Vim Kiester C. Rivera4; Walton Wider
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.07.06.27

This research paper presents a bibliometric analysis that explores the interconnections between cultural heritage, identity, and environmental sustainability—key components of sustainable development. As global challenges arise from urbanization and climate change, the preservation of cultural heritage emerges as essential not only for maintaining community identity but also for fostering environmental and economic resilience. Through a thorough examination of scholarly literature over the past two decades, this study identifies primary research themes, emerging trends, and leading contributors in interdisciplinary scholarship concerning heritage conservation and sustainability. Employing various databases, including Scopus, Web of Science, and Google Scholar, the analysis utilizes tools such as VOSviewer and Bibliometrix for data visualization and citation analysis. The results reveal distinct co-citation clusters focused on topics like cultural tourism, urban sustainability, the governance of cultural heritage, and the strategic management of landscapes. The findings underline the critical role of community engagement, innovative policy-making, and education in enhancing heritage conservation efforts. The study advocates for a reconceptualization of sustainability to encompass cultural dimensions, emphasizing the need for integrative approaches that harmonize heritage preservation with environmental and economic development. This research ultimately aims to inform stakeholders—from policymakers to practitioners—about the essential nexus between cultural heritage and sustainable development, offering practical recommendations for fostering a resilient future.

Assessing Knowledge Transformation Through an Authentic Assessment Ecosystem: Evidence from a First-Cycle Classroom Action Research Study in an Introductory Economics Course Raymond Allan G. Vergara; Kimberly Christie S. Vergara
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.07.06.15

This first-cycle classroom action research study examines whether students’ perception of their economic knowledge and skills can transform through an authentic assessment ecosystem of an introductory economic course. The authentic assessment ecosystem comprised learning circles organized around real Philippine economic issues, weekly scaffolded individual assignments grounded in the 10 Principles of Economics, group presentations as formative checkpoints, a midterm learning paper, and a final group podcast. Using a convergent mixed-methods design, pre-course and post-course self-assessment surveys measured changes in students' self-perceived economic knowledge and skills across five domains, while thematic analysis of post-course open-ended responses provided qualitative evidence of perspective transformation. Findings indicate a consistent and directionally uniform pattern of upward change across all survey items and all knowledge domains, with the greatest gains concentrated in foundational economic knowledge and the smallest gains observed where students entered with already high levels of competence. Qualitative analysis revealed four themes consistent with Mezirow's (1991) perspective transformation framework: a shift from intuitive to analytical decision-making, from surface to systemic understanding, from personal to social awareness of economic conditions, and from national to global analytical framing. Findings are treated as design inputs for a more methodologically rigorous second cycle and contribute practitioner-generated evidence on the role of authentic assessment ecosystems in fostering knowledge transformation in introductory economics education.

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

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.

Challenges in the Implementation of Aral Program as Perceived by the Teachers in Zone I Schools Division of Zambales Joyce E. Atrero; Esmen M. Cabal
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.07.06.28

Regional literacy gaps and poor international assessment scores prompted the Philippine government to establish the Academic Recovery and Accessible Learning (ARAL) Program under Republic Act 12028. This study investigated the challenges faced by teachers in implementing the ARAL Program in Zone 1, Schools Division of Zambales. Utilizing a descriptive quantitative survey design, data were gathered via purposive sampling from 129 public elementary school teachers across the districts of Sta. Cruz, Candelaria, and Masinloc. A self-developed 4-point Likert scale questionnaire assessed challenges across five structural domains. Teachers perceived the ARAL Program implementation as "Challenging" across all studied areas (overall weighted means: 3.00–3.08). Local Government Support emerged as the most severe challenge (M=3.08), heavily driven by difficulties in mobilizing local stakeholders (M=3.13). Access to Learning Materials (M=3.04) and Qualification of Tutors (M=3.04) presented equal difficulties, primarily due to poor internet connectivity obstructing digital resource access (M=3.15) and tutors lacking formal pedagogical training (M=3.13). Furthermore, student unwillingness to participate (M=3.13) and the burden of developing materials adaptive to both online and face-to-face setups (M=3.23) hindered effective student identification and delivery modes. Successful learning recovery is constrained by systemic hurdles, including weak community mobilization, digital infrastructure deficits, and untrained tutoring personnel. It is recommended that school divisions provide targeted multimodal material development training, invest in low-bandwidth or offline instructional alternatives, and forge formalized partnership agreements with local government units to secure sustained logistical and financial backing.

“Sisikapin, Aabutin”: Hassles and Drives of Working Students in a State University Regine Natali D. Farrales; Mark F. Antonio; Emmalyn Kaye P. Cabalar; Sandara A. Mendoza; Eric DS. Ebro
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.07.06.17

While previous research highlights the general struggle of working students, a specific gap exists in understanding how institutional support can effectively mitigate role strain within the Philippine state university system. This explored the lived experiences of working students at President Ramon Magsaysay State University, San Marcelino Campus, San Marcelino Zambales. Using a phenomenological qualitative design, it identified both “hassles” (challenges) and “drives” (inspirations). Data were gathered from tem participants through in-depth interviews using an instruments validated by one faculty experts in educational management. Findings revealed that despite facing Time Management and Role Conflicts, students developed a greater sense of resilience and purpose. This study identifies ways the university can provide targeted support to meet students’ diverse needs and foster their persistence.

Financial Literacy and Economic Empowerment of PCG Personnel: Basis for a Financial Autonomy Training Course Shenyl Ivy P. Hernandez
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.07.06.18

This study assessed the levels of financial literacy and economic empowerment among Philippine Coast Guard (PCG) personnel to inform the development of a tailored Financial Autonomy Training Course. A mixed-methods research design using concurrent triangulation was employed. Quantitative data were collected through a structured survey administered to 400 PCG personnel, including officers, non-officers, and non-uniformed personnel. Qualitative data were gathered through key informant interviews with selected PCG leaders and personnel. Results showed that respondents generally demonstrated high to extremely high levels of financial literacy and economic empowerment. Among the financial literacy dimensions, debt management obtained the highest rating, whereas investing received the lowest rating, indicating limited practical knowledge and participation in investment activities. In terms of economic empowerment, job security and job satisfaction received very high ratings, while work–life balance and purchasing power, although rated high, reflected existing financial and occupational pressures. Qualitative findings indicated that financial literacy initiatives within the PCG were limited, fragmented, and primarily focused on retirement preparation rather than continuous financial capability development. Participants also identified financial stress, limited discretionary income, operational demands, and the absence of a structured financial education program as key challenges. In conclusion, while personnel demonstrated generally positive levels of financial literacy and economic empowerment, gaps remained in investment literacy, long-term financial planning, financial stress management, and institutional support. The findings supported the institutionalization of a tailored Financial Autonomy Training Course to strengthen the financial capability and well-being of PCG personnel.

Emotional Intelligence, Psychological Needs Satisfaction, and Stress of Teachers Amidst Pandemic Jacquelyn Rose A. Fajilagutan
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.07.06.19

The COVID-19 pandemic posed unprecedented challenges to the education sector, placing elementary teachers under sustained psychological and emotional strain due to increased workload, shifting instructional demands, and limited support systems. This study examined the relationships among emotional intelligence, psychological need satisfaction, and stress among elementary teachers during the COVID-19 pandemic as a basis for proposing a school-based mental health program. Employing a convergent parallel mixed-methods design, quantitative and qualitative data were collected concurrently and integrated during interpretation. Quantitative data were gathered from 253 elementary teachers using standardized measures of emotional intelligence, psychological need satisfaction, and stress and were analyzed using descriptive statistics, independent-samples t-tests, and Pearson product-moment correlation. Qualitative data were obtained through semi-structured interviews with five (5) purposively selected teachers and analyzed using thematic analysis to explore lived experiences, perceived stressors, coping strategies, support systems, and personal growth. Findings revealed a moderate level of emotional intelligence (M = 2.80), generally satisfactory fulfillment of psychological needs, and occasional experiences of stress (M = 3.09). Correlation analysis showed a significant positive relationship between emotional intelligence and psychological need satisfaction (r = .521, p < .001), while emotional intelligence (r = −.413, p < .001) and psychological need satisfaction (r = −.367, p < .001) were significantly and negatively associated with stress. Qualitative findings reinforced these results by demonstrating that emotional regulation, collegial and family support, acceptance, spirituality, and collaborative coping served as important protective mechanisms against work-related stress during crisis conditions.

Leading and Managing Geographically Isolated Schools in a VUCA Environment: A Transcendental Phenomenological Study of Principals in Romblon, Philippines Vanly F. Alvaran; Philip R. Baldera; Aljay Marc C. Patiam; Mhilwin A. Esto; Rothy Star Moon S. Casimero; Rosanna Z. Fortaleza; Carlito E. Añonuevo; Susie F. Fallaria; Mary Grace M. Falcunitin; Maricar L. Ramirez; Ailyn F. Tablada; Pinky Rose D. Dalisay; Elmer C. Gacilo; Fe Asuncion Madeja; Ailyn F. Arcasitas
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.07.06.31

School principals in geographically isolated and disadvantaged areas operate under volatile, uncertain, complex, and ambiguous conditions that intensify the demands of educational leadership and management. This study explored how principals in geographically isolated schools in Romblon, Philippines experienced and integrated authentic leadership and educational management within a VUCA environment. Method: Using transcendental phenomenology, the study engaged nine elementary and secondary school principals selected through purposive sampling. Data were generated through semi-structured interviews and supplementary document review. Analysis followed epoché, phenomenological reduction, horizontalization, clustering of meaning units, and synthesis of textural and structural descriptions. Results: Findings showed that authentic leadership was enacted through vision anchored on learner needs, collaborative influence, Filipino cultural values, presence, trust, and service. Educational management was performed through structured monitoring, role clarification, strategic resource prioritization, policy alignment, delegation, and operational discipline. VUCA conditions were experienced through weather disruptions, transportation barriers, unclear policies, resource scarcity, staffing limitations, and changing learning modalities. Elementary school contexts required more direct, hands-on, and overlapping leadership roles, whereas secondary contexts involved broader curriculum, governance, and coordination demands. Conclusion: The transcending essence of the phenomenon was values-driven resilience through integrated authentic leadership and educational management. To lead and manage a geographically isolated school authentically meant serving with heart, deciding with integrity, organizing with discipline, adapting with resilience, and sustaining education through collective school-community strength.

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Home Page

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Editorial Team

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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