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Dede Salim Nahdi
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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 43 Documents
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Teachers’ Perceptions on Effective Resilience Strategies to Challenging Teaching Space in Tanzania: A Study of Selected Secondary Schools in Morogoro Municipality Costantine, Edgar; Mwinjuma, Juma Saidi; Nemes, Joyce
Journal of Multidisciplinary Research and Development Vol. 2 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v2i2.1234

Abstract

This study investigates the perceptions of teachers regarding effective resilience strategies in challenging educational environments within secondary schools in Morogoro Municipality, Tanzania. Grounded in Pelidores’ Resilience Theory and Conservation Resource Theory, the research highlights the importance of social interactions and resource management in fostering teacher resilience. Utilizing a mixed-methods approach, data were collected from 236 participants, including 234 teachers and 2 key informants, through simple random and purposive sampling techniques. Findings reveal a complex landscape of perceptions, with many teachers expressing skepticism about the effectiveness of various resilience strategies, particularly in creating positive school cultures and fostering supportive relationships. While some strategies, such as positive verbal reinforcement and interactive learning, received favorable evaluations, a majority of respondents rated these approaches as inadequately implemented. This suggests a significant gap between recognizing the value of resilience strategies and their practical applicability. The study underscores the need for targeted interventions, including professional development programs, mentorship networks, and policies that prioritize teacher well-being and resource allocation. By addressing these challenges and fostering a supportive educational environment, the resilience of teachers can be significantly enhanced, ultimately leading to improved educational outcomes for students.
Effect of Metacognition and Learning Style on Academic achievement of college Students Hossain, Kazi Masud; Patra, Anujit; Divyagunananda, Swami
Journal of Multidisciplinary Research and Development Vol. 2 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v2i2.1241

Abstract

Metacognition and learning styles play a crucial role in shaping academic achievement. This study investigates the connection between these factors and their impact on students' academic performance. This research seeks to identify the connections between metacognition, learning styles, and academic achievement and to ascertain whether or not these elements significantly impact students' performance. A descriptive survey design was adopted, and 270 undergraduate humanities and science students from Hooghly district colleges in West Bengal, India, were selected. The Metacognitive Inventory (MCI) and the Learning Style Inventory (LSI) questionnaires were used for data collection. Pearson's Product Moment Correlation and multiple regression analysis were conducted to analyze the data. The study's results depict strong positive relations between metacognition and academic performance, learning styles and academic performance, and metacognition and learning styles. The research concludes that both metacognition and learning styles have a general impact on academic performance, implying that students with greater awareness of metacognition and responsive learning styles would perform better at college.
The Factors Influencing Students’ Performance in Chemistry in Selected Senior High Schools Yaayin, Boniface; Kamboke, Mathilda
Journal of Multidisciplinary Research and Development Vol. 2 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v2i2.1251

Abstract

This study examined the factors influencing students' academic performance in chemistry at selected senior high schools in Kassena-Nankana Municipality, Ghana. A quantitative research method, rooted in the positivist paradigm, which assumes the existence of a single objective reality and excludes subjective values was utilised in this study. Therefore, it relied on numerical data to achieve objectivity. A descriptive correlational research design was used as a blueprint for the quantitative data collection and analysis. This design establishes the degree of influence or relationship between the variables understudy using statistical analysis. The study involved 140 participants, selected from an accessible population of 279 third-year students across four senior high schools, using purposive and simple random sampling. Data collection instruments included test and a questionnaire, which was designed in a form of a five-point Likert scale. The findings indicate that teacher quality, classroom environment, and teaching and learning resources had negative influence on students' performance in chemistry. Consequently, regression analysis revealed that all three factors: Teacher quality, classroom environment and teaching and learning resources significantly negatively influenced students’ academic performance in chemistry across the selected schools that were engaged in this study. The study thus concludes that among the selected schools considered for this study; teacher quality, classroom environment and teaching and learning resources are contributory factors to students’ low performance in chemistry. It is therefore recommended that continuous professional development for chemistry teachers in the selected schools should be institutionalised by leadership of the schools to enhance students’ learning outcomes in chemistry.
Assessing the Validity and Reliability of a Rubric-Based Assessment Ling, Jen Hua
Journal of Multidisciplinary Research and Development Vol. 2 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v2i2.1253

Abstract

This paper presents a self-evaluation study of the Final Year Project II (FYPII) report rubric, examining its validity, reliability, and effectiveness in supporting student learning. While rubrics are widely used in education, concerns remain about their fairness and consistency in subjective assessment. This study employed a validity checklist, an explicitness check, an interrater survey, and an awareness survey to evaluate the rubric’s performance. Although it met all validity criteria, ambiguous terms affected reliability. The interrater survey revealed discrepancies among raters, leading to the proposal of four rating rules to enhance consistency. Despite facilitating learning, the rubric showed a gap between students’ understanding of the criteria and their ability to produce quality work. Effective supervisor supervision was identified as crucial in bridging this gap. These findings highlight that a well-designed rubric alone is insufficient—proper implementation is essential to ensure meaningful assessment without overburdening evaluators.
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.

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