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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 34 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.

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