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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 1,836 Documents

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Dark Tourism: Tourist Motivations at The Site of Grief in Liberty Shrine, Cebu, Philippines Adelan, Lucita A.; Carillo, Lovella V.; Delantar, Alexander Franco A.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 5 (2023): 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.04.05.01

There is a marked rise in the development of outrage and demise-related tourist spots, destinations, and places of interest that provide potential information, insight, and recreation, enticing individuals eager to consume natural and commoditized death. The Liberty Shrine in Mactan, Cebu, Philippines, is an example of dark tourism because this spot is a commemorative marker that gives people an insight that the place was where Chieftain Lapu-Lapu killed Ferdinand Magellan during the battle in Mactan that, makes the latter the first Filipino to have deterred European belligerence. The study aimed to identify tourist motivations at the grief site in Liberty Shrine, located at Mactan, Cebu, Philippines. The study utilized the descriptive survey method validated through in-depth interviews, documentary analysis, and historical analysis. Using Stone's (2006) Dark Tourism theory, data were obtained from one hundred respondents (100), including government employees, residents, and tourists. Results revealed that visitor motivations at the grief site included location, education, motive, and promotion. It concluded that although location and education were rated Very Effective, motive and promotion were rated Effective only. The study recommended that the site management conduct systematic research and various promotional strategies, focusing on those that have proven more effective.

Effect of the Directive and Non-directive Inspection Approaches on Teach-er Instructional Effectiveness in Government- aided Primary Schools in Nakisunga County, Uganda Ntege, Joseph Lubwama; Kasule, Geirge Wilson; Owino, Phillip; Mugizi, Wilson
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 5 (2023): 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.04.05.17

This study investigated the effect of the directive and non-directive school inspection approaches on teacher instructional effectiveness. While teacher instructional effectiveness was studied in terms of reporting on pupil academic achievements, teacher attitudes, effective planning, attendance and pedagogical approaches, the directive School inspection approach was studied in terms of directing and evaluation of teacher knowledge yet the non-directive approach was studied in terms of team planning and consultations. A cross-sectional survey mixed research design using the quantitative and qualitative approaches on a sample of 178 people namely teachers, head teachers, school inspectors and education officers was adopted. While quantitative data was collected using survey questionnaires and analysed using inferential analysis, qualitative data was collected through interviews, focus group discussions and analysed by grouping the responses in themes which were merged with quantitative findings. The findings showed that all the attributes of directive inspection approach were positively insignificant to teacher instructional effectiveness explaining that they had no impact on teacher instructional effectiveness. Similarly, team planning had a positive and insignificant relationship meaning that it had no effect on teacher instructional effectiveness. In conclusion, only team planning had effect on teacher instructional effectiveness and consultation did not have any effect. It was recommended that school inspectors should use the non-directive inspection approach because of sub-variable team planning that had a positive effect on teacher instructional effectiveness.

Effect of the Collaborative School Inspection Approach on Teacher Instruc-tional Effectiveness in Government-aided Primary Schools of Nakisunga County, Mukono District, Uganda Ntege, Joseph Lubwama; Wilson, Kasule George; Mugizi, Wilson; Phillip, Owino
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 5 (2023): 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.04.05.19

The study investigated the effect of the collaborative school inspection approach on teacher instructional effectiveness in government-aided primary schools in Nakisunga County, Mukono district, Uganda. Teacher instructional effectiveness was studied in terms of reporting on pupil academic achievements, teacher attitudes, effective planning, attendance and pedagogical approaches. Collaborative school inspection approaches were studied in terms of support supervision, feedback, trust and respect. The study adopted a cross-sectional survey mixed research design which used both quantitative and qualitative approaches on a sample of 178 people that included teachers, head teachers, school inspectors and education officers, all from Nakisunga County, Mukono district. While Quantitative data was collected using self-administered survey questionnaires, qualitative data was collected using interviews and focus group discussions. Data collected quantitatively was analysed using inferential analysis yet qualitative data was analysed by grouping the responses from the head teachers, school inspectors and education officers in themes which were merged with quantitative findings. The findings showed that all the sub-variables of the collaborative school inspection approach were positively significant to teacher instructional effectiveness. It was concluded that the collaborative school inspection approach has impact, on teacher instructional effectiveness. Therefore, it was recommended that because the collaborative school inspection approach has impact on teacher instructional effectiveness it should be used in government-aided primary school inspection activities always and vigilantly because all its sub-variables were positively significant to teacher instructional effectiveness.

Classification of Soil Distribution on the Island of Saparua Based on the Soil Classification System National and the Equivalent to Soil Taxonomy Risamasu, Robby. G.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 5 (2023): 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.04.05.30

This research aims to classify the distribution of soils on Saparua Island, Central Maluku Regency, based on the Subardja, D, et al, (2016) and soil taxonomy (SSS, 2022). The benefit of this research is to find out the distribution of soils on Saparua Island to support the regional development plan. The method used is the survey method, with a semi-detailed survey level of a 1:50,000 scale. The pattern of the approach used is a physiographic analysis approach to landscapes, in which the research area is divided into terrestrial units based on the similarity of the properties of the variables that influence soil formation. The base map used in this study is a land unit map with a scale of 1:50,000. The results showed that the factors and processes involved in soil formation in the study area were parent material and topography, leaching, and eluviation processes. The soils found consisted of seven types of soil with 11 subgroups, namely: Regosol Eutric (Typic Udipsamments and Lithic Udipsamments), Litosol (Lithic Udorthents), Kambisol Distrik (Typic Dystrudepts), Kambisol Litik (Lithic Eutrudepts), Gleisol Eutrik (Typic Endoaquents and Aquic Eutrudepts), Gleisol Distrik (Typic Haplaquepts), Podsolik Kandik (Typic Hapludults and Typic Kandik), and Organosol Hemik (Hydric Tropohemists) were also found.

The Bidding Process of The Cebu Provincial Government: A Case Study Gabiana, Kyll Deither E.; Polinar, Mark Anthony N.; Baquero, Grace Caroline H.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 5 (2023): 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.04.05.07

The government can choose the best and most qualified suppliers or contractors through the bidding process, getting the most value for the money spent by the taxpayers. It encourages government procurement to be effective, efficient, and accountable while ensuring the public receives the most for their money. However, the bidding process, particularly in the government, has gotten negative perceptions from the public. For this reason, this case study wanted to explore the bidding process conducted by the Bids and Awards Committee and their perceived constraints as they reflect on the whole process. Also, adjusting schemes made by the officers to the perceived constraints was discussed. Six (6) key informants were selected by the researchers and interviewed individually. As the study employed Creswell’s method, three themes arose that serve the perceived constraints of the officers: (1) Uninterested Buyers, (2) Unqualified Bidders, and (3) the Availability of Signatory. On top of the themes, all key informants indicated that the Cebu Provincial Government’s bidding process followed RA 9184, known as “The Government Procurement Reform Act.” The researchers drew the conclusion that the Provincial Government should take action to ease these constraints by establishing a transformation program focused on improving the bidding process, notably in vetting the bidders' credentials and required paperwork in advance. As part of the program, the organization should embrace cutting-edge practices like digital project approval as the signatory is preoccupied with other crucial tasks.

Pedagogical Competence Towards Technology-driven Instruction on Basic Education Mariscal, Liza L.; Albarracin, Melanie R.; Mobo, Froilan D.; Cutillas, Anesito L.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 5 (2023): 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.04.05.18

This study investigates the pedagogical competence of elementary school teachers in integrating educational technology in the classroom. Pedagogical competence involves creating effective learning environments, designing activities that cater to different learning styles, and using appropriate teaching strategies. Technology integration in education has opened up new opportunities for interactive learning experiences. The study found that elementary school teachers had a positive attitude towards educational technology, and most reported having high levels of competence in its use. However, the level of pedagogical competence toward educational technology varied significantly among teachers. Hence, the study emphasizes the need for programs and interventions to improve teachers’ pedagogical competence in integrating educational technology into their teaching practices. Teachers must identify appropriate technological tools and resources to effectively incorporate educational technology to support their teaching objectives and engage students in meaningful learning experiences. Teachers must also assess students’ technical skills and design activities appropriate for their technological competency level. The study recommends that elementary school teachers undergo training to improve their pedagogical competence in using educational technology. Thus, integrating technology into education is crucial in providing high-quality education in the 21st century. Programs are needed to improve teachers’ pedagogical competence in incorporating it into their teaching practices.

Enhanced Learning Continuity Framework Using Online Teaching as Alternative Delivery Modality Hermosisima, Mary Chandra R.; Mobo, Froilan D.; Cutillas, Anesito L.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 5 (2023): 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.04.05.14

This study explores the integration of technology platforms in online modular learning and proposes an enhanced learning continuity framework using online teaching as an alternative delivery modality. The study captures participants’ experiences related to online modular education through surveys by employing a qualitative approach. The findings demonstrate that integrating technological platforms enhances learning continuity. Online teaching offers flexible and accessible learning experiences, fostering effective teaching and learning. The study emphasizes the significance of comprehensive technical infrastructure, blended learning approaches, pedagogical and learner support services, continuous assessment, and a healthy learning environment in crafting the framework. The framework emphasizes robust technological infrastructure, training programs, blended learning approaches, pedagogical support, diverse assessment strategies, and a healthy learning environment by addressing challenges like the digital divide, technical difficulties, and lack of face-to-face interaction, flexibility, adaptability, and continuous evaluation are emphasized to address specific institutional and learner needs. Implementing the framework requires collaboration among educational institutions, policymakers, and communities to create inclusive online learning environments. Efforts should be made to ensure equitable access to reliable internet connections, support disadvantaged learners, and foster creativity through interactive activities. Monitoring and evaluation play a vital role in tracking progress and making informed decisions for improvement. This study provides a foundation for institutions to develop an enhanced learning continuity framework using online teaching. By optimizing the benefits of online modular learning while addressing challenges, the framework promotes effective teaching and learning in the online education landscape.

Peer-Led Team Learning: A Strategy to Enhance Research Productivity and Competence Cortidor, Amelia L.; Igot, Julius J.; Artiaga, Restilou Q.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 5 (2023): 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.04.05.16

Research productivity and competence of teachers play a critical role in promoting evidence-based teaching practices and enhancing the quality of education. Hence, this study aimed to determine the effectiveness of Peer-Led Team Learning (PLTL) in enhancing teachers’ research productivity and competence. A purposive sampling technique was used to select the 110 teacher participants and the pre-experimental research design was utilized. Statistical treatment such as frequencies, percentages, and weighted mean were used to determine research productivity and teachers' competence. Results revealed that more than 98% (108) out of 110 teacher participants had completed their studies, and teachers possess a high level of competence in action research (AR). Competence about context and rationale (60.91%), proposed innovation, intervention, strategy (67.27%), action research questions (56.36%), action research methods (60.00%), results and discussion (54.55%), and work plan (64.55%) are all in a high level of competence. About 44.54% (49) out of 110 teacher participants were in a moderate level of competence, and almost 2% still in a low level of AR competence. The research output is the best indicator and the most concrete manifestation that the teachers are capable and competent in writing and conducting AR. Completed AR output is a positive determinant of the teachers' knowledge and skills in action research. Likewise, PLTL is an effective strategy for enhancing teachers' competence in AR. Recommended that (1) AR competency-enhancement training through Action Research Kumustahan, Assessment, and Technical Assistance (AR-KATA) program be conducted in schools; (2) District-organized and school-based research activities utilizing PLTL strategy be implemented and sustained; and (3) Seminars, training, and development research work-related experience and accomplishments of the teachers be included as one of the criteria in selecting and hiring of teachers.

Scenario- Based Learning Approach for Enhancing the Critical Thinking Skills of Grade 9 Students in Araling Panlipunan Joaquin, Lyn L.; Hermosa, Jherwin P.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 5 (2023): 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.04.05.31

This study examined the efficacy of Scenario- Based Learning (SBL) Approach for enhancing the Critical thinking skills of Grade 9 students in Araling Panlipunan. Scenario- Based Learning Approach is a student centred approach in Araling Panlipunan and suited to the 21st century learners. Thus, this descriptive quasi-experimental research design determined the cause and effect of SBL approach to the critical thinking skills of 40 Grade 9 students of Col. Lauro D. Dizon Memorilal Integrated High School. The results were analysed using mean and standard deviation, t-test and Pearson-r correlation. The study revealed that using SBL approach, students can become more involved, motivated, and develop their real-world skills. Application of SBL approach had great impact in the learning process. Moreover, there was a significant difference in the responses of learners in the pre-test and posttest. It means that the quality and content of SBL approach has positive impact on the learning process in critical thinking skills. This approach become more effective in critical thinking skills as learners had been able to remember, reason and pay attention to SBL approach video lesson. In addition, usage of technology improved learning. The opportunities for teaching with audio visual lessons are ideally adapted to the learners’ environment. Thus, learning scenario encourages students to think about what they have learned.

Differentiated Instruction in In-Person Classes and the Enhancement of Analytical Thinking Skills of Grade 7 Students in Araling Panlipunan Emralino, Mark Paul I.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 5 (2023): 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.04.05.32

Differentiated instruction aims to meet the individual differences and learning styles of students through different classroom management strategies. This research study investigated the utilization of differentiated instruction and the enhancement of analytical thinking skills of Grade 7 students in Araling Panlipunan in Col. Lauro D. Dizon Memorial Integrated High School. This research study employed a quasi-experimental research design specifically a Pretest-Posttest Nonequivalent Groups Design. Two regular sections consisting of eighty (80) heterogeneously-grouped learners comprised the experimental group and control group. This study utilized a homogenous convenience sampling wherein two (2) equal groups of learners from two heterogenous sections were identified. The researcher constructed three self-made semi-detailed lesson plans to cover the first three weeks of third grading period incorporated with differentiated instruction approach. Survey questionnaire and pre-test and post-test were utilized. Frequency and percentage were utilized. Mean and standard deviation was also utilized. Pearson-moment correlation was used in measuring the perception of the respondents. Furthermore, Paired Samples T-test were utilized for the pre-test and post-test instrument. Findings of the study revealed that the students perceived the use of differentiated instruction as to content, process, product, and affect/environment as "observed". The experimental group performed better compared to the control group. There is a significant difference between the pre-test and posttest scores of both the control and experimental groups. There is no significant relationship between the perception on the use of differentiated instruction and the analytical thinking skills of students in Araling Panlipunan.

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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

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