Template-Type: ReDIF-Article 1.0
Author-Name: Amihan Liway S. Ayson
Author-Workplace-Name: Mindanao State University - Iligan Institute of Technology
Title: Socio-Cultural Implications of the Kaamulan Festival on Indigenous Cultural Practices in Bukidnon, Philippines
Publication-Status: Published
Abstract: Cultural festivals in the Philippines are widely recognized for their contributions to tourism and local economic development. However, scholarly attention has predominantly centered on business and economic outcomes, leaving the socio-cultural implications for Indigenous communities underexplored. Hence, this study examines the socio-cultural implications of the Kaamulan Festival on Indigenous cultural practices in Bukidnon. Using a qualitative case study design, data were collected through ten (10) key informant interviews with Indigenous leaders and five (5) focus group discussions involving twenty-four (24) community members. The data were analyzed using Braun and Clarke’s (2020) thematic analysis framework. Findings reveal the Kaamulan Festival as both a site of cultural affirmation and a space where issues of cultural authority, representation, Indigenous cultural governance, and commercialization are contested. While the festival serves as a significant platform for reinforcing Indigenous pride, identity, and cultural sustainability, it also produces tensions as cultural practices are negotiated within institutional and tourism-oriented contexts. These dynamics reflect broader negotiations between heritage preservation and festival governance. The study concludes that strengthening meaningful consultation processes and ensuring adherence to customary protocols are essential to safeguarding Indigenous cultural integrity within institutionalized festival settings. 
Keywords: Cultural festivals; cultural hegemony; Indigenous cultural practices; Indigenous identity; Socio-cultural implications
Journal: The International Review of Multidisciplinary Research
Volume: 1
Issue: 12
Year: 2026
Month: September
DOI: 10.67167/vertex.730
File-URL: https://vertexcorp.org/index.php/irmr/article/view/730
File-Function: Abstract page
File-Format: text/html
Handle: RePEc:vtx:vertex:v:1:y:2026:i:12:id:730

Template-Type: ReDIF-Article 1.0
Author-Name: Cyan Paolo Blanca
Author-Workplace-Name: Ateneo de Manila University - Senior High School Department
Title: Natural Blueprint for a More Environmentally Sustainable and Disaster-Resilient Ateneo de Manila Senior High School Campus
Publication-Status: Published
Abstract: Rising temperatures and intensified monsoons present drastic environmental threats to many urbanized educational institutions in the Philippines. This study addresses the current risks of urban heat island effects and localized flooding within the Ateneo de Manila Senior High School campus through the development of a “natural blueprint”, a scalable green infrastructure model employing specialized local flora. To validate the framework, a 1:193 scaled physical diorama of the campus was constructed, using modified materials to accurately simulate the biomechanical and hydrological capabilities of the selected flora. The diorama was used to execute and simulate four empirical tests evaluating hydrological infiltration, passive shading, active transpiration, and geotechnical stability against a bare substrate control. Quantitative analysis was performed through independent t-tests stating that the selected flora achieved a 49.93% increase in mean water infiltration (p < .001) and a significant surface temperature reduction of 1.10℃ (p = 0.002). The designed material-root system quantitatively optimized geotechnical stability, achieving a 50.64% improvement in geomechanical resistance to erosion. A digital version of the proposed blueprint was constructed by the researchers, in the case for any potential further studies. The research’s findings provided empirical evidence that nature-based solutions can mitigate microclimate and hydrological stressors. Altogether, integrating biological defense systems into institutional architecture offers a sustainable, cost-friendly, and disaster-resilient blueprint to safeguard educational continuity and serves as a framework for urban disaster risk reduction across the Philippines. 
Keywords: Nature-based solutions, green infrastructure, urban heat island, campus sustainability, disaster risk reduction, diorama simulation
Journal: The International Review of Multidisciplinary Research
Volume: 1
Issue: 12
Year: 2026
Month: September
DOI: 10.67167/vertex.731
File-URL: https://vertexcorp.org/index.php/irmr/article/view/731
File-Function: Abstract page
File-Format: text/html
Handle: RePEc:vtx:vertex:v:1:y:2026:i:12:id:731

Template-Type: ReDIF-Article 1.0
Author-Name: Veronica Fe Isabel O. Cebedo
Author-Workplace-Name: Cebu Institute of Technology-University
Title: From Knowledge to Practice: A Mixed-Methods Examination of Deworming Perceptions and Implementation Barriers in Cebu City School Communities
Publication-Status: Published
Abstract: Soil-transmitted helminth control requires not only awareness but also sustained preventive behaviors and effective implementation of school-based deworming. This study examined knowledge, attitudes, and practices (KAP) related to soil-transmitted helminths and deworming and explored contextual factors influencing program implementation in selected school communities in Cebu City. A mixed-methods approach combined structured KAP surveys among 386 school-aged children, 317 parents or legal guardians, and 40 teachers with focus group discussions among parents and teachers and key informant interviews with school, health, and government stakeholders. Quantitative findings were descriptively assessed and integrated with qualitative findings derived through descriptive content analysis. Poor knowledge was observed among 42.5% of school-aged children, whereas 72.6% of parents and 57.5% of teachers demonstrated excellent knowledge. Despite relatively high adult knowledge, attitudes were predominantly neutral among children and parents, while preventive practices were generally moderate among both groups and good among teachers. Qualitative findings highlighted misconceptions and concerns surrounding deworming, inconsistent reinforcement of hygiene practices at home, communication challenges, resource limitations, water and sanitation constraints, and coordination issues. The findings suggest a gap between knowledge and its translation into attitudes and preventive practices. Strengthening school-based deworming may therefore require sustained health education, clearer risk communication, stronger school–household engagement, and improved intersectoral coordination.
Keywords: Soil-transmitted helminths; Deworming; Knowledge, attitudes, and practices; School-aged children; Health education; School health; Mixed-methods research
Journal: The International Review of Multidisciplinary Research
Volume: 1
Issue: 12
Year: 2026
Month: September
DOI: 10.67167/vertex.732
File-URL: https://vertexcorp.org/index.php/irmr/article/view/732
File-Function: Abstract page
File-Format: text/html
Handle: RePEc:vtx:vertex:v:1:y:2026:i:12:id:732

Template-Type: ReDIF-Article 1.0
Author-Name: Rhamzel A. Tiglao
Author-Workplace-Name: Pampanga State University - Bacolor Campus
Title: Unpacking the Interest–Engagement Link in College Physical Education: The Mediating Role of Self-Efficacy in a Filipino Context
Publication-Status: Published
Abstract: Despite growing recognition of motivational factors in Physical Education (PE), limited empirical attention has been directed to how individual interest translates into sustained school engagement, particularly in Southeast Asian higher education contexts where PE is frequently taken as peripheral to academic achievement. Existing literature further lacks clarity on the psychological mechanisms that bridge interest and engagement, leaving a critical gap in understanding the role of self-efficacy as a potential conduit in this relationship. This study addressed these gaps by examining the mediating role of self-efficacy in the relationship between individual interest and school engagement in PE among 772 second-year college students from a state-funded comprehensive university in Central Luzon, Philippines. A cross-sectional survey design was employed, with hypothesized pathways tested through structural equation modeling (SEM) and mediation significance evaluated via Baron and Kenny’s causal steps, the Delta and Sobel tests, and Monte Carlo simulation (k = 5,000) using the medsem package in Stata17. Results revealed high levels across all three constructs. Individual interest significantly predicted self-efficacy (B = 0.864, p < .001) and school engagement (B = 0.144, p < .001), while self-efficacy significantly predicted engagement (B = 0.079, p = .001). The indirect effect through self-efficacy was statistically significant (B = 0.069, 95% CI [0.026, 0.111], p = .001), accounting to 32.3% of the total effect. Self-efficacy was confirmed as a partial mediator, underscoring its pedagogical significance in designing interest-driven, engagement-focused PE curricula. 
Keywords: exercise psychology; motivation; mediation analysis; PATHFit; physical education
Journal: The International Review of Multidisciplinary Research
Volume: 1
Issue: 12
Year: 2026
Month: September
DOI: 10.67167/vertex.734
File-URL: https://vertexcorp.org/index.php/irmr/article/view/734
File-Function: Abstract page
File-Format: text/html
Handle: RePEc:vtx:vertex:v:1:y:2026:i:12:id:734

Template-Type: ReDIF-Article 1.0
Author-Name: King Arnold C. Satsatin
Author-Workplace-Name: Don Jose Integrated High School
Title: Inclusion or Isolation? Exploring the Learning Experiences of Students Exhibiting Neurodivergence In Mainstream Education”
Publication-Status: Published
Abstract:  This study explores the lived learning experiences of students exhibiting neurodivergence in mainstream education, focusing on whether inclusion fosters genuine belonging or results in isolation. Utilizing a qualitative phenomenological research design, the study was conducted at Don Jose Integrated High School with five purposively selected neurodivergent participants. Data were gathered through semi-structured interviews and analyzed using thematic analysis to identify recurring patterns in their experiences reveal that neurodivergent students experience inclusion as complex, inconsistent, and highly dependent on instructional practices, peer relationships, and emotional factors. Participants reported challenges such as difficulty keeping up with fast-paced lessons, anxiety during participation, cognitive overload, and struggles with attention and task management. Despite these barriers, support from teachers and peers—such as clear explanations, visual aids, and collaborative learning—significantly enhanced their understanding and engagement. The study also highlights that students’ sense of belonging is conditional and fluctuates depending on their academic comprehension and social interactions. While inclusion is present in structure, it is not always fully realized in practice, often leading to feelings of partial inclusion or isolation. Neurodivergent students demonstrated adaptive coping strategies, including self-review, peer assistance, and repetition, to manage their challenges. Overall, the findings underscore the need for responsive, flexible, and inclusive teaching strategies that address diverse learning needs. The study recommends improving instructional clarity, pacing, and support systems to foster meaningful participation and a stronger sense of belonging among neurodivergent learners in mainstream classrooms. 
Keywords: inclusive education, neurodivergent students, mainstream classrooms, learning experiences, inclusion, isolation, teaching strategies, student support systems
Journal: The International Review of Multidisciplinary Research
Volume: 1
Issue: 12
Year: 2026
Month: September
DOI: 10.67167/vertex.739
File-URL: https://vertexcorp.org/index.php/irmr/article/view/739
File-Function: Abstract page
File-Format: text/html
Handle: RePEc:vtx:vertex:v:1:y:2026:i:12:id:739