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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 2,054 Documents

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Proposed General Framework for Successful Involvement of Parents and Teachers in Inclusive Education in Laurel Elementary School in San Mateo, California Carmela S. Gregorio; Fahad Gote
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 9 (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.07.09.17

This study explored the experiences of inclusion teachers and parents in supporting children with disabilities in an inclusive school setting. Guided by Bronfenbrenner's Ecological Systems Theory and the principles of inclusive education, the research examined their roles, the challenges they encountered, and the strategies they used. It also analyzed how their involvement influenced students’ development to create a framework aimed to support collaboration. A qualitative approach using Interpretative Phenomenological Analysis (IPA) was employed. Purposive sampling techniques were used in the selection of inclusion teachers and actively involved parents. Data were gathered through semi-structured interviews and analyzed through coding, theme clustering and triangulation to ensure the credibility of the data. The findings revealed that inclusion is viewed as a shared responsibility in which teachers serve as advocates, facilitators and collaborators, while parents are bridges between home and school, academic supporters and providers of learning strategies. Teachers and parents faced interconnected systemic barriers, including communication gaps, parental denial, limited resources, time constraints and difficulties in understanding schoolwork. Effective practices included instructional differentiation, social-emotional learning (SEL) routines, home-school strategy alignment, multidisciplinary collaboration and multi-platform communication. Strong parent-teacher involvement was associated with students' academic performance, independence, emotional regulation and social skills. A five-part Inclusive Home-School Collaboration Framework was developed. A five-part Inclusive Home-School Collaboration Framework was developed. The study concludes that sustainable inclusive education depends on coordinated home–school partnerships supported by adequate institutional resources.

Pediatric Occupational Therapists’ Perspectives on Parental Involvement in Child Therapy: A Phenomenological Study in the Context of Filipino Pakikipagkapwa Culture Althea Gaberielle C. De Leon; Gazelle Mae B. De Leon; Marivic G. Roxas
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 9 (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.07.09.18

This study explored how occupational therapists viewed parental involvement in pediatric occupational therapy through the lens of pakikipagkapwa, particularly in understanding how collaboration, relational dynamics, and culturally grounded practices influenced therapy engagement and outcomes. Using a qualitative interpretative phenomenological analysis (IPA), the study examined therapists’ perspectives on working with parents as active partners in the therapeutic process. Findings revealed that parental involvement was characterized by shared responsibility, joint goal-setting, and continuous communication, emphasizing the importance of collaboration in supporting the child’s development. The study further identified challenges affecting parental engagement, including differences in understanding of the child’s condition, family dynamics, practical constraints, and communication barriers. These factors contributed to inconsistencies in participation and in the implementation of therapy strategies at home. Despite these challenges, therapists demonstrated flexibility, empathy, and relational effort to maintain engagement and support therapy continuity. In addition, the findings highlighted pakikipagkapwa as a culturally grounded framework that strengthened therapist–parent relationships. Through empathy, mutual respect, and shared humanity, it fostered trust, improved communication, and encouraged active participation in decision-making. Its integration into practice enhanced collaboration and promoted more consistent parental engagement. Overall, the study concluded that effective pediatric occupational therapy was not solely dependent on clinical interventions but on the quality of relationships between therapists and parents. Strengthening collaboration through culturally responsive and empathetic approaches was essential in promoting sustainable child development outcomes.

Parental Acceptance and Understanding on the Emotion Regulation Skills of Children with Autism Spectrum Disorder Renhel Kate A. Remollo
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 9 (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.07.09.19

Literature on Autism Spectrum Disorder (ASD) is continuously growing in academic research; however, there is still very limited research that explores parental acceptance and understanding and how they relate to the emotion regulation skills of children diagnosed with this condition. Hence, to bridge this gap, this research utilized a convergent parallel mixed-method design to answer the research questions of this study. A total of 102 parent-respondents were surveyed using the Parental Acceptance and Understanding on Autistic Children Scale (PAUACS) and the Emotion Regulation Skills Questionnaire (ERSQ), while five (5) parent-participants were interviewed using the researcher-developed semi-structured interview questionnaires. The quantitative findings revealed that parents demonstrated high levels of understanding, acceptance, and positive expectations; however, recognition of autism as an innate and lifelong condition remained moderate. Moreover, the children exhibited limited independent emotion regulation skills, with both adaptive and maladaptive strategies occurring only sometimes and showing a strong reliance on comfort-seeking behaviors. The correlation analysis showed that there is no significant relationship between parental acceptance and understanding and children’s emotion regulation skills. In contrast to this, the qualitative findings revealed that a positive parental perspective plays a critical role in managing emotional dysregulation, with acceptance functioning as a co-regulatory mechanism that reduces reactive responses and prevents escalation.

Between Researcher and Teacher: A Subjective Personal Introspection on Designing and Living the First Cycle of an Action Research Study in an Introductory Economics Course Kimberly Christie S. Vergara
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 9 (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.07.09.20

This account explores what a first-cycle classroom action research (CAR) in an introductory economics course taught a research-teacher that the formal publication could not contain. Through subjective personal introspection (SPI), it examines the antecedents, actions, and outcomes of designing and inhabiting a four-component authentic assessment ecosystem across a fourteen-week trimester. Three insights emerge from this inquiry. First, scaffolded sustained engagement works because it keeps students engaged with an economic issue long enough for it to become genuinely complicated, but maintaining these conditions across a large class demands a quality and volume of instructor labor that the design does not acknowledge. Second, feedback is constitutive of learning in theory and finite in practice, and the line between guiding students and spoon-feeding them is one that pressure makes easy to cross. Third, the problem with generative artificial intelligence (AI) in the classroom is not AI use itself but intellectual outsourcing, a form of academic dishonesty that predates the tools that now make it easier. Each insight carries implications for the design of Cycle 2.

Occupational Stress and Work Performance Among Elementary School Educators: Examining the Relationship Between Stress and Performance in Subic, Zambales Novie Ann R. Auditor; Myra Liza O. Vizcarra
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 9 (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.07.09.21

Occupational stress remains a significant concern in the teaching profession as educators continue to manage increasing instructional responsibilities, administrative demands, classroom challenges, and diverse learner needs. This study determined the perceived impact of occupational stress on the work performance of elementary school educators in Subic, Zambales, as a basis for the development of an intervention plan. Specifically, it examined the level of occupational stress in terms of role overload, administrative stress, and classroom challenges, and assessed work performance in terms of task performance and contextual performance. The study employed a descriptive-quantitative research design involving 138 elementary school educators from Cluster 1 of the Subic District, Zambales. Data were gathered using a modified adopted and researcher-made survey questionnaire and were analyzed through appropriate descriptive and inferential statistical tools. The findings revealed that the respondents demonstrated a high level of work performance despite experiencing occupational stress in their teaching environment. Among the identified sources of stress, classroom challenges emerged as the most prominent concern, followed by role overload and administrative demands. Furthermore, the results showed that occupational stress had a significant positive relationship with both task performance and contextual performance, suggesting that teachers who carry greater professional responsibilities may also experience higher levels of stress while maintaining their commitment to effective work performance. Based on the findings, a Teacher Support and Stress Management Enhancement Plan was proposed to address classroom-related concerns, workload pressures, administrative demands, and teacher well-being while sustaining the professional effectiveness of elementary school educators.

Policy Analysis on Internship and Job Placement Programs in NU Baliwag: Strengthening Industry–Academe Linkages for Graduate Employability Jenny Rose DC. Naval; Roan I. Estay; Virginia Natividad-Franco; Jim Carl M. Jose
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 9 (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.07.09.22

Graduate employability remains a critical performance indicator for Higher Education Institutions (HEIs) amid rapidly evolving labor market demands that require both technical competencies and career adaptability. This study adopts a descriptive evaluative research design for evidence-based policy formulation to assess the effectiveness of internship and job placement programs implemented through the Academe–Industry Linkages and Placement Office (AILPO) of National University Baliwag. Data were collected from 120 graduates from Academic Years 2022-2023 and 2023-2024 using a validated survey instrument. Findings revealed that 71.7% of graduates were employed and 11.6% were self-employed, resulting in an overall employability rate of 83.3%. The effectiveness of AILPO services received an overall mean rating of 4.04, with job vacancy dissemination and career guidance services obtaining the highest ratings. However, post-employment follow-up emerged as the lowest-rated service area, indicating a significant policy gap in long-term graduate support and career monitoring. Program-level differences in employability were observed, with graduates from business and technology-related disciplines demonstrating stronger employment outcomes than those from tourism-related programs. Guided by Tomlinson's Graduate Capital Theory, the study proposes a lifecycle-based employability framework that integrates graduate tracking systems, alumni engagement initiatives, industry collaboration, and curriculum-embedded career readiness programs. The findings provide empirical evidence for strengthening institutional employability policies and advancing sustainable graduate career development beyond initial employment outcomes.

Pathways To Values Formation: Mapping the Interrelationships Among Character Traits, Moral Awareness and Ethical Influences Merilyn S. Cruz
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 9 (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.07.09.23

This study aimed to identify the factors shaping learners’ character traits and moral awareness as the basis for a Values Formation Program. As education increasingly emphasizes holistic development, schools are expected to develop learners who are morally responsible, socially conscious, and ethically grounded. Perez (2024) reported increasing incidents of dishonesty, disrespect, irresponsibility, and apathy among Filipino students, underscoring the need to strengthen values education. The study employed a quantitative, descriptive-correlational research design. Teachers served as the respondents by assessing the character traits, moral awareness, and ethical influences of elementary learners using a validated researcher-made questionnaire administered through Google Forms. Descriptive statistics determined the levels of the variables, while Pearson’s correlation determined the relationships among them. The findings revealed significant positive relationships among learners’ character traits, moral awareness, and ethical influences. Learners with stronger character traits demonstrated higher levels of moral awareness, while both variables were significantly associated with teacher modeling, values education, family ethical orientation, peer influence, and community support. These results indicate that learners’ moral development is influenced by the interaction of personal characteristics and environmental factors. Based on the findings, a Values Formation Program was developed to strengthen character development and moral awareness through values education activities, character-building workshops, ethical dialogue, family-school partnerships, and reflective practices. The study highlighted the shared responsibility of schools, families, and communities in fostering ethical and socially responsible learners and provides evidence-based guidance for educators and policymakers in designing sustainable values education initiatives.

Bridging the Gap: An Evaluation of the Philippine National Police-Anti Cybercrime Group and the Community Partnership For Cybercrime Prevention Eugenio O. Dela Rosa Jr.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 9 (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.07.09.24

This study examined the collaborative efforts between the Philippine National Police Anti-Cybercrime Group (PNP-ACG) and the community in the prevention of cybercrime. Specifically, it sought to evaluate the nature and effectiveness of their partnership by examining the mechanisms of collaboration, the extent of community participation, and the efficacy of their joint initiatives in mitigating cyber-related risks. Furthermore, the study assessed the overall performance of the partnership and identified the challenges encountered by both the PNP-ACG and community stakeholders in the implementation of cybercrime prevention programs and activities. An explanatory sequential research design was used, drawing information from surveys, interviews, and relevant documents. These methods helped gather the views and experiences of police personnel and community members who were directly involved in cybercrime prevention. The approach provided a clearer and more comprehensive picture of how the partnership programs and initiatives were implemented across participating institutions. It enabled the researchers to examine the effectiveness of program execution, the flow of communication and information sharing among partner agencies, the nature and frequency of training, capacity-building, and technical support activities conducted, and the level of collaboration among stakeholders. Furthermore, it offered valuable insights into the extent of community awareness regarding existing and emerging cyber threats, including the effectiveness of public education and advocacy efforts in promoting cybercrime prevention, digital safety, and responsible online behaviour. Collectively, these dimensions provided a holistic understanding of the partnership's implementation and its contribution to strengthening cybercrime prevention efforts within the community.

Gender Diversity Among High School Students: Challenges and The Role of Schools Toward A Gender-Just Future Lennen C. Cervantes; Victoria Pena Valenzuela
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 9 (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.07.09.25

This study examined gender preference diversity among high school students, the issues and challenges they encounter, and the role of educational institutions in promoting gender equality. A sequential explanatory mixed-methods design was applied, combining qualitative interviews with quantitative surveys among Grades 7–10 students at City of Malolos Integrated School–Sto. Rosario during the 2025–2026 school year. Qualitative data were analyzed using thematic analysis, while quantitative data were analyzed using descriptive statistics. The findings revealed that although many students were open about their gender identity and received acceptance from family and peers, they continued to experience bullying, discrimination, and social exclusion within the school environment. Participants commonly coped by remaining silent or avoiding confrontation. The quantitative findings indicated that schools implemented gender-responsive practices to a moderate extent; however, gaps in awareness and consistent implementation persisted. The study recommends strengthening gender-responsive policies, increasing awareness programs, enhancing faculty training, and expanding institutional support to foster a safer, more inclusive, gender-just future and equitable educational environment.

Enhancing General Biology Instruction Through the Integration of the Cichlid Life Cycle Francis P. Dela Cruz
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 9 (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.07.09.26

This study examined the effectiveness of integrating the Flowerhorn cichlid life cycle into General Biology 2 instruction among 30 Grade 11 STEM students at San Martin National High School during SY 2025–2026. A quasi-experimental one-group pretest–posttest design was employed, using a validated 30-item multiple-choice test to measure understanding of reproduction, adaptation, ecological relationships, and evolution. Results showed low prior knowledge in pretest scores but significant improvement in posttest scores, confirmed by a paired samples t-test at the 0.05 level. In addition, qualitative insights from a survey of ten struggling learners highlighted difficulties in fertilization, hormonal regulation, and ecological contexts, underscoring the need for scaffolding in inquiry-based tasks. Together, the quantitative gains and qualitative themes affirm that integrating the Flowerhorn cichlid life cycle as a contextualized, inquiry-driven strategy enhances comprehension, engagement, and retention. A lesson exemplar was developed to support meaningful and student-centered biology instruction, offering actionable implications for curriculum development and classroom practice.

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Froilan D. Mobo

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Abstract

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Home Page

OAI Link

Editorial Team

Contact

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

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

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