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Journal of Multidisciplinary Research and Development
Published by Papanda Publisher
ISSN : -     EISSN : 30319390     DOI : https://doi.org/10.56916/jmrd
Core Subject : Economy, Education, Social,
Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other
The Journal of Multidisciplinary Research and Development (JMRD), with ISSN 3031-9390, is an open-access and peer-reviewed journal published by PaPanda Publisher. The mission of JMRD is to promote excellence by providing a platform for academics, students, and practitioners to publish current and significant empirical and conceptual research in fields such as arts, business, literature, applied sciences, natural sciences, law, health or social sciences, and other areas that test, expand, or build theories. JMRD is an open-access, double-blind, peer-reviewed journal. JMRD is published biannually in January and July.
Arjuna Subject : Umum - Umum
Articles 9 Documents
 1 
Search results for , issue "Vol. 3 No. 1 (2026)" : 9 Documents clear
School Dropout and Human Capital: Evaluating the Massarates Program as an Educational Investment in Morocco Benrherbal, Abderrahmane; Bouabid, Ali; Rafiki, Mariem; Lahrour, Jihane
Journal of Multidisciplinary Research and Development Vol. 3 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v3i1.1205

Abstract

School dropout remains a critical challenge in Morocco, with approximately 300,000 youth annually leaving the educational system without qualifications. This study evaluates the Massarates program, a skills upgrading intervention in Rhamna province designed to prepare young people aged 18 and above for vocational training pathways. Grounded in Human Capital Theory, this action research examines the program's impact on participants' academic performance and engagement. The study employed a mixed-methods approach with 29 beneficiaries participating in foundational courses in mathematics, physics, chemistry, and life and earth sciences. Data collection involved pre- and post-tests, attendance tracking, and satisfaction questionnaires. Paired t-test analyses revealed statistically significant improvements across all subjects: chemistry (mean difference +13.48 points, p < 0.001), physics (+14.21 points, p < 0.001), mathematics (+9.47 points, p < 0.001), and life sciences (+6.63 points, p < 0.01). Attendance patterns showed strong participant engagement, with 76.93% expressing satisfaction with program structure and 84.61% reporting that content facilitated their learning. The findings demonstrate that targeted academic reinforcement combined with socio-professional orientation effectively strengthens foundational competencies and enhances training readiness among disadvantaged youth. The Massarates program represents a promising educational investment strategy for reducing dropout-related inequalities and improving employability outcomes in rural Morocco. Future research should examine long-term professional integration and explore hybrid delivery modalities to enhance accessibility.
Assessment of Pangasinan Language Resources: A Document Review Razo, Shalyra; Cauan, Mia Hazel; Abrigo, Kate Marsie; Gabino, Edraliz; Pelila, John Rey
Journal of Multidisciplinary Research and Development Vol. 3 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v3i1.1298

Abstract

This study assessed the availability of resources that support the teaching and learning of the Pangasinan language, one of the eight major languages in the Philippines. Focusing on materials that aid instruction and promote language preservation, a document review was conducted in a public library in Northern Luzon. A total of 57 materials were identified and classified by form, publication year, authorship, language, and publication status. Findings reveal a steady increase in Pangasinan language writings since 1889, mostly authored by local writers. Many materials combine Pangasinan with English or Filipino and vary in publication status. These resources primarily cover literature, language background, and linguistics. However, the study highlights a significant lack of core linguistic resources, such as dictionaries and grammar books, which are essential for effective language instruction. This gap hinders both the teaching process and the implementation of mother tongue-based multilingual education. It is concluded that while valuable materials exist, they remain insufficient for comprehensive instruction. Therefore, increased production and accessibility of linguistic resources are urgently needed. Collaboration with higher education institutions is recommended to develop and integrate these materials into formal instruction. These efforts are vital not only for improved educational outcomes but also for the preservation and revitalization of the Pangasinan language.
Factors Inhibiting Teachers’ Curriculum delivery in Rural Secondary Schools of Namibia Haufiku, Isidor; Mukenegeli, Elizabeth.Naitha.; Nakambale, Immanuel Nghitotelwa
Journal of Multidisciplinary Research and Development Vol. 3 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v3i1.1382

Abstract

The persistent decline in teachers' performance within the Shambyu Circuit has raised significant concerns, necessitating an investigation into the factors inhibiting effective curriculum delivery. This study examined the challenges affecting teachers' instructional practices in the Shambyu Circuit, Kavango-East Region, Namibia. A convergent parallel mixed-method research design was employed, integrating both quantitative and qualitative approaches. Data were collected through a survey questionnaire and focus group discussions. Quantitative data were analyzed using descriptive statistical methods, while qualitative data underwent thematic analysis. The findings revealed that several factors hinder effective curriculum delivery at the school level, including inadequate teaching and learning resources, poor infrastructure, ineffective leadership styles among school administrators, and low levels of teacher motivation. Furthermore, teacher-related factors such as deficiencies in pedagogical skills, professional communication, creativity, subject knowledge, and technological integration were identified as significant impediments to effective teaching. Additionally, the study established that teachers in the circuit lack access to continuous professional development (CPD) programs, further exacerbating these challenges. Based on these findings, the study recommends that the Ministry of Education, Arts, and Culture allocate adequate teaching and learning resources to schools to enhance instructional quality. Furthermore, regular leadership development programs should be implemented for school administrators, while ongoing professional development workshops should be provided for teachers to strengthen their pedagogical competencies and subject expertise.
An Online Survey of Science Educators’ Challenges of Implementing Digital Pedagogy in Public Universities in Kogi State, Nigeria Ajayi, Victor Oluwatosin; Ameh, Rachael Folake; Penda, Bibiana Mwuese
Journal of Multidisciplinary Research and Development Vol. 3 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v3i1.2281

Abstract

This study explored an online survey of science educators’ challenges of implementing digital pedagogy in public universities in Kogi State, Nigeria. The population of this study consists of 52 science educators in the four public universities in Kogi State, Nigeria. There was no sampling since the population was manageable. The study adopted a descriptive survey research design. An online google form survey questionnaire titled Challenges of Implementing Digital Pedagogy Questionnaire (CIDPQ) was the instrument used for data collection. CIDPQ was trial tested which yielded a reliability value of 0.88 using Cronbach Alpha. The CIDPQ contained 22-items. Two research questions and two null hypotheses guided the study. The research questions were answered using mean and standard deviation scores while the null hypotheses were tested at 0.05 level of significance using t-test statistics. The study revealed that there is no significant difference between the mean ratings of male and female science educators on challenges of implementing digital pedagogy (t=1.89, df=50, P>0.05). There was no significant difference between the mean ratings of male and female science educators on measures that could address the challenges of implementing digital pedagogy (t=1.76, df=50, P>0.05). Thus, there is need for universities administrators and other relevant educational stakeholders to provide sufficient and accessible ICT resources and also provide continuous professional development on how to effectively implement digital pedagogy
Enhancing science teachers’ competencies in Tanzania: The utilization of teaching and learning resources Kanyabwoya, Angelina; Bwagilo, Huruma Olofea; Mugaya, Samweli, Tumain
Journal of Multidisciplinary Research and Development Vol. 3 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v3i1.2455

Abstract

This study examines how teaching and learning resources can enhance competencies of science teachers at diploma-level teacher training colleges. A multiple case study research design was employed. Qualitative methods, such as interviews, focus group discussions, documentary reviews and observations, were used to collect data from 66 respondents, which was analyzed using thematic analysis. The findings revealed that few science tutors utilized teaching and learning resources effectively. This was due to inadequate of skills, limited administrative supports, delays in providing teaching and learning materials, large classes and heavy teaching workloads. Despite the minimal availability of teaching and learning resources and the willingness of science tutors to utilize these resources in science teaching and learning, the study concludes that their implementation in the classroom remains ineffective. Consequently, student teachers are likely to remain incompetent in science subjects. The study recommends the effective use of teaching and learning resources, their timely purchase, and indoor training provision.
Advantages, Challenges, and Future Directions of Communicative Language Teaching: A Systematic Literature Review (2021-2025) Flores, Clyde Konrad; Villar, Gladys Kaye; Abad, Rashmin Clem; Liwas, Mickey Mie; Pelila, John Rey
Journal of Multidisciplinary Research and Development Vol. 3 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v3i1.3038

Abstract

Communicative Language Teaching (CLT) is widely used to promote meaningful communication in English classrooms, yet its implementation remains inconsistent across educational contexts. Despite its global adoption, teachers continue to face pedagogical and systemic challenges that limit the full use of communicative practices. This study reviews and synthesizes the advantages, disadvantages, and recommendations reported in 25 peer-reviewed studies published between 2021 and 2025. Using a Systematic Literature Review (SLR) guided by PRISMA 2020, 327 records were screened and thematically analyzed. Findings indicate that CLT effectively enhances students’ communicative competence by increasing interaction, engagement, and confidence through collaborative and task-based activities. However, major challenges remain, including insufficient teacher training, low learner confidence, large class sizes, exam-driven instruction, and mismatches between CLT principles and local educational cultures. Recommendations across studies emphasize strengthening teacher professional development, adapting CLT to local contexts, and integrating technology to support communicative tasks. The review concludes that while CLT is a flexible and effective approach, its success depends on contextual adaptation, institutional support, and sustained teacher preparedness. Strengthening training programs and developing culturally responsive, technology-supported CLT models are highly recommended to achieve meaningful and consistent outcomes in diverse learning environments.
Benefits and Barriers in EFL Learning and Teaching Across ASEAN Countries: A Systematic Literature Review (2021-2025) Nicomedez, Jideah Nicole; Agpad, Donamae; Salbino, Kryshelle; Tawali, Mariel Kaye; Pelila, John Rey
Journal of Multidisciplinary Research and Development Vol. 3 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v3i1.3039

Abstract

English is one of the most widely used languages in international communication, education, and employment; however, studies reveal gaps in understanding how EFL learning and teaching vary across ASEAN countries, particularly in balancing technological tools, teaching practices, and learner engagement. This study aimed to review the advantages and disadvantages of EFL learning and teaching in selected ASEAN contexts. A systematic literature review (SLR) was conducted, screening peer-reviewed articles published from 2021 to 2025 using databases such as ERIC and Taylor & Francis, resulting in 23 relevant studies. Deductive thematic analysis was employed to identify key patterns related to EFL advantages and challenges. The findings indicated that flexible learning, culturally relevant teaching practices, and technological innovations enhanced student engagement, language skills, and confidence. Conversely, digital barriers, insufficient teacher training, curriculum misalignment, and learners’ linguistic and psychological challenges hindered effective EFL learning. In conclusion, the success of EFL programs in ASEAN countries depends on coordinated, system-wide support integrating technology, pedagogy, and institutional resources. It is recommended that policymakers and educators invest in comprehensive support structures, culturally responsive curricula, and professional development to ensure equitable and effective English education across the region.
English as a Lingua Franca in Digital Communication: A Systematic Review of Benefits and Challenges in Asian Contexts Estera, Jennifer Claire; Danggol , Olive; Alinso, Jersy; Kege-e, Jesa; Pelila, John Rey
Journal of Multidisciplinary Research and Development Vol. 3 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v3i1.3040

Abstract

English has become a global language, facilitating communication across diverse linguistic and cultural contexts, particularly in digital spaces such as social media, messaging apps, and online learning platforms, where users often combine languages and cultural elements to construct and express their identities. This study aimed to systematically review the literature on English as a Lingua Franca (ELF) in digital communication to examine its advantages and challenges for learners and educators. A Systematic Literature Review (SLR) was conducted across ERIC, Taylor & Francis, and Cambridge Core, applying inclusion criteria for peer-reviewed, full-text studies published between 2021 and 2025 in Asia. Using a PRISMA flowchart, 161,121 records were initially identified and subsequently narrowed down to 29 relevant studies through a combination of automated and manual screening. Deductive thematic analysis categorized findings into advantages and disadvantages of digital ELF. Results indicate that digital ELF enhances language skills, speaking confidence, creativity, intercultural communication, autonomy, and learner motivation, but challenges remain, including unequal access to technology, limited teacher readiness, anxiety, and potential misunderstandings in intercultural interactions. It is concluded that digital ELF offers substantial opportunities for self-paced learning, identity expression, and intercultural engagement; however, its effectiveness depends on equitable access, supportive teachers, and the guided use of digital tools to ensure inclusive and meaningful participation.
English-Only Policies in Asian Classrooms: A Systematic Review of Effects on Student English Proficiency and Learning Experiences Luna, Catherine; Tiago, Bhenylouh; Dalope, Raven Sean; Budong, Alexander; Pelila, John Rey
Journal of Multidisciplinary Research and Development Vol. 3 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v3i1.3041

Abstract

Although English-Only Policies (EOP) are widely implemented across Asian education systems, research examining their effects on students’ English proficiency and learning experiences remains fragmented, particularly in multilingual classroom contexts. This study investigates both the positive and negative impacts of EOP on students’ English skills and academic engagement through a systematic literature review. A total of 22 peer-reviewed studies published between 2020 and 2025 in Asian contexts were analyzed using thematic analysis to identify patterns in policy implementation, pedagogical practices, outcomes, and challenges. The findings indicate that nine studies report primarily positive effects of EOP, five report predominantly negative effects, and eight document mixed outcomes. Positive results include improvements in listening, speaking, reading, and writing skills, as well as increased motivation and engagement, particularly when teachers are adequately trained, instructional practices are flexible, and the strategic use of learners’ first language is permitted. On the other hand, rigid or poorly supported EOP implementation is associated with increased learner stress, reduced participation, and negative effects on academic confidence, especially among students with lower English proficiency. In conclusion, the effectiveness of EOP is highly context-dependent and shaped by institutional support, teacher readiness, and classroom practices. Future research could complement existing studies by incorporating experimental, mixed-methods, and longitudinal designs to better examine causal relationships and support evidence-based, context-sensitive policy implementation.

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