Template-Type: ReDIF-Article 1.0 Author-Name: Luisa Francisco-Garcillan Author-Workplace-Name: Northeastern College Title: Decoding Mathematics: Pupils' Performance and Teachers' Pedagogical Challenges in L1 and L2 Word Problem Integration in Tumauini South District, Isabela for the School Year 2025–2026 Publication-Status: Published Abstract: Language is important when learning mathematics, especially with word problems. Understanding the language used in these problems is key to solving them correctly. This study examined how well Grade 3 students solved math word problems in their first language (L1) and second language (L2) and explored the challenges teachers face when using both languages in their teaching. The research involved 60 students and four teachers from Lapogan Elementary School in Tumauini South District, Isabela, but only 55 student responses were analyzed because some data were incomplete. A 15-item test created by the researchers was administered in both L1 (Ilocano) and L2 (English), along with interviews and analysis of students' academic performance. The data were analyzed using the mean, standard deviation, Z-test, and F-test. The results showed that students did better in L1 (M = 11.16, SD = 2.51) than in L2 (M = 9.85, SD = 2.61), with a significant difference (p < 0.05). Similarly, their academic performance in the second grading period (L1) was slightly higher (M = 82.67, SD = 6.08) than in the third grading period (L2) (M = 81.93, SD = 6.60), with significant differences noted. These findings suggest that the language used in teaching greatly affects students' understanding and problem-solving skills. Teachers also mentioned challenges such as limited teaching materials, vocabulary issues, and insufficient training in multilingual teaching methods. The study concludes that using L1 helps improve mathematical understanding and leads to better learning outcomes, while moving to L2 requires structured teaching support. Keywords: Mother Tongue-Based Multilingual Education (MTB-MLE), first language (L1), second language (L2), mathematical word problems, pupils’ performance, language of instruction Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19944622 File-URL: https://vertexcorp.org/index.php/irmr/article/view/283 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/283/166 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:283 Template-Type: ReDIF-Article 1.0 Author-Name: Hazzelonia Casil Author-Workplace-Name: Northeastern College, Santiago City, Isabela, Philippines Title: Pedagogy, Support Systems, and Pupil Attitude in Relation to Reading Literacy among Intermediate Pupils in Tumauini South District Publication-Status: Published Abstract: Reading literacy is a crucial skill that plays a significant role in both academic success and lifelong learning. However, many students in the intermediate grades still struggle to understand what they read. This study took a closer look at how teaching methods, support systems, and student attitudes relate to reading literacy among intermediate students in Tumauini South District. This study aimed to describe teachers' profiles, assess the levels of key factors, explore their relationships, identify significant predictors of reading literacy, and uncover challenges faced by teachers. The research used a descriptive-correlational design and involved twenty-eight intermediate grade teachers. Data were collected using a structured questionnaire and analyzed using frequency, percentage, weighted mean, and Pearson product-moment correlation. The findings showed that teaching methods, support systems, and student attitudes were strong, whereas reading literacy was at a moderate level. There were significant connections between all independent variables and reading literacy, with student attitude being the strongest predictor. The study also found moderately serious challenges, especially in terms of support systems and student motivation. These results suggest that although teaching practices and learning environments are supportive, there is room for improvement in students' reading outcomes. The study concluded that reading literacy is shaped by a mix of instructional, environmental, and learner-related factors. Therefore, schools should enhance instructional strategies, improve support systems, and encourage positive reading attitudes among students to achieve better literacy outcomes Keywords: Reading literacy; pedagogy; support systems; pupil attitude; intermediate pupils Journal: The International Review of Multidisciplinary Research Pages: 695-702 Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19947751 File-URL: https://vertexcorp.org/index.php/irmr/article/view/292 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/292/167 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:292 Template-Type: ReDIF-Article 1.0 Author-Name: Jaime Ace Acosta Author-Workplace-Name: Northeastern College Author-Name: Jovy Betawang Author-Workplace-Name: Northeastern College Author-Name: Emil Rey Salirungan Author-Workplace-Name: Northeastern College Author-Name: Jennie Annabelle Bonifacio Author-Workplace-Name: Northeastern College Author-Name: Daisy Nalula Author-Workplace-Name: Northeastern College Author-Name: Elvira Cueva Author-Workplace-Name: Northeastern College Title: Digital and AI Literacy of Graduate School Students Publication-Status: Published Abstract: The rapid advancement of digital technologies and artificial intelligence (AI) has significantly transformed educational practices, requiring teachers to develop competencies that support the effective and ethical integration of these tools into teaching and learning. This study examined the digital and AI literacy of public school teachers enrolled in graduate programs, focusing on their profiles, levels of literacy across key dimensions, differences based on selected variables, and the relationship between digital and AI literacy. A quantitative descriptive-correlational research design was employed, involving 35 graduate student teachers from a private higher education institution in the Philippines. Data were collected using a validated, structured questionnaire adapted from established digital and AI literacy frameworks. Statistical tools including frequency, percentage, weighted mean, t-test, one-way ANOVA, and Pearson correlation were used for the analysis. The findings revealed that respondents demonstrated high levels of digital literacy, particularly in digital communication, and high levels of AI literacy, with ethical use of AI as the strongest dimension. However, relatively lower levels were observed for online research skills and knowledge of AI. No significant differences were found when respondents were grouped according to age, sex, teaching experience, and grade level, while significant differences were observed based on ICT/AI training exposure and frequency of usage of AI tools. Furthermore, a strong positive relationship between digital and AI literacies was identified. Based on these findings, a Digital and AI Literacy Enhancement Program is proposed to strengthen teachers’ competencies and support continuous professional development in integrating emerging technologies into education. Keywords: Digital Literacy; Artificial Intelligence Literacy; Public School Teachers; Graduate Education; ICT Integration; Educational Technology; Professional Development Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19948395 File-URL: https://vertexcorp.org/index.php/irmr/article/view/284 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/284/168 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:284 Template-Type: ReDIF-Article 1.0 Author-Name: Gerlie Gaspar Author-Workplace-Name: Northeastern College Author-Name: Desiree Joyce Villanueva Author-Workplace-Name: Northeastern College Author-Name: Charity Nadyahan Author-Workplace-Name: Northeastern College Author-Name: Salin Magango Author-Workplace-Name: Northeastern College Author-Name: Edwin Magno Author-Workplace-Name: Northeastern College Author-Name: Josiebelle Marquez Author-Workplace-Name: Northeastern College Title: Graduate-Level Training and Its Impact on Teachers’ Use of AI Technologies In the Classroom Publication-Status: Published Abstract: Artificial intelligence (AI) is increasingly transforming modern education by enhancing teaching strategies, improving efficiency, and supporting personalized learning. As schools adopt more digital tools, teachers are expected to integrate AI technologies into their instructional practices effectively. This study examines the impact of graduate-level training on teachers’ integration of artificial intelligence (AI) technologies into classroom instruction. Using a quantitative descriptive-correlational design, the research involved 30 teachers who were currently enrolled in graduate programs and actively teaching. Data were collected using a structured questionnaire that assessed respondents’ demographic profiles, level of AI integration, influence of graduate training, and challenges encountered in using AI. Descriptive and inferential statistics were used to analyze the data. The findings revealed that teachers demonstrated a moderate level of AI integration and innovative teaching practice. Graduate-level training was found to have a moderate influence on the use of AI technologies, with a statistically significant moderate positive relationship identified between training and AI integration. However, no significant difference was observed when respondents were grouped according to their graduate level, suggesting that exposure to graduate education, rather than the degree attained, contributes to AI adoption. Teachers also reported moderate challenges, particularly in terms of limited training, access to AI tools, and confidence in their implementation. The study concludes that while graduate-level training supports AI integration, enhanced professional development and institutional support are necessary to maximize its effectiveness in education settings. Keywords: Artificial intelligence, graduate-level training, AI integration, teacher development, educational technology, classroom instruction Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19949497 File-URL: https://vertexcorp.org/index.php/irmr/article/view/286 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/286/169 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:286 Template-Type: ReDIF-Article 1.0 Author-Name: Rumton Abenes Author-Workplace-Name: Teofila C. Quibranza National High School, Schools Division of Lanao Del Norte, Saint Columban College Title: Perceived School Learning Environment and Academic Performance in Science among Grade 10 Learners: A Descriptive-Correlational Study Publication-Status: Published Abstract: This study examined the perceived school learning environment and academic performance in Science among Grade 10 learners in one Department of Education school in the Division of Lanao del Norte during School Year 2025 to 2026. Specifically, it determined the level of learners’ perceived school learning environment, described their academic performance in Science, and tested whether a significant relationship existed between the two variables. The study employed a descriptive-correlational research design and used complete enumeration to include all Grade 10 learners enrolled during the study period. Learners’ perceived school learning environment was measured using an adapted Learning Environment Scale, while academic performance in Science was determined using the mean of the learners’ first, second, and third quarter Science grades. Data were analyzed using the mean, standard deviation, and Pearson product-moment correlation coefficient. Results revealed that learners’ perceived school learning environment was low, with a mean of 2.02 and a standard deviation of 0.25, whereas their academic performance in Science was satisfactory, with a mean of 83.91 and a standard deviation of 4.54. Further analysis showed a very weak positive relationship between perceived school learning environment and Science performance, but the correlation was not statistically significant (r = .10, p = .404). The findings suggest that although learners viewed their school learning environment less favorably than desired, such perceptions did not reliably explain their Science grades in this context. The study concludes that improving Science performance may require not only stronger classroom learning conditions but also more direct instructional support, including remediation, instructional alignment, and differentiated learning interventions. Keywords: academic performance; Grade 10 learners; school learning environment; Science achievement; descriptive-correlational study Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19953082 File-URL: https://vertexcorp.org/index.php/irmr/article/view/167 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/167/170 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:167 Template-Type: ReDIF-Article 1.0 Author-Name: Ruby Lacuesta-Tamayo Author-Workplace-Name: Tucanon Elementary School Author-Name: Jenifer Raymond Tallungan Author-Workplace-Name: Nueva Vizcaya State University Title: Manipulative-based activities and number sense development of Grade 1 learners of Tucanon Elementary School Publication-Status: Published Abstract: This study investigated the effect of manipulative-based activities on the development of number sense in Grade 1 learners, providing evidence-based insights for strengthening early numeracy instruction. The study employed a sequential explanatory mixed-methods design involving 18 Grade 1 learners from Tucanon Elementary School. Quantitative data were collected using a validated Number Sense Test administered as a pretest and posttest and analyzed through descriptive statistics and paired sample t-tests. Qualitative data were obtained from classroom observations and analyzed using thematic analysis to capture learners’ engagement, experiences, and challenges during the intervention. Results revealed that learners initially demonstrated a very satisfactory level of number sense with a mean score of 16.33. After the implementation of manipulative-based activities, the mean score increased to 18.94, interpreted as excellent. Statistical analysis indicated a significant improvement between pretest and posttest scores with t(17) = –3.01, p = .008, confirming the positive effect of manipulative-based activities. Qualitative findings further revealed increased learner engagement, motivation, and participation during mathematics activities, although challenges such as time constraints and initial transitions from concrete to abstract tasks were observed. The findings indicate that manipulative-based activities significantly enhance the number sense development of Grade 1 learners. Integrating structured and guided hands-on learning strategies in early mathematics instruction is therefore recommended to strengthen foundational numeracy skills. Keywords: academic performance, instruction, learner, mathematics, and science Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19953460 File-URL: https://vertexcorp.org/index.php/irmr/article/view/233 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/233/171 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:233 Template-Type: ReDIF-Article 1.0 Author-Name: Mark Ian Domosmog Author-Workplace-Name: North Eastern Mindanao State University Title: Teachers’ Proficiency in ICT Integration in Teaching Publication-Status: Published Abstract: In the contemporary era of rapid technological advancement, the integration of Information and Communication Technology (ICT) in education has become essential for effective teaching and meaningful learning. ICT enables educators to design more engaging, interactive, and student-centered learning environments while addressing diverse learning styles. It also provides access to a wide range of digital resources that can enhance both instruction and student outcomes. In this context, this study aimed to investigate the status of teachers in the Bayugan City Division with regard to their proficiency in integrating ICT into their teaching practices. The study employed a quantitative research design to systematically gather and analyze data. A total of 219 respondents participated in the study, consisting of teachers and master teachers from various schools within the division. Stratified sampling was used to select teacher respondents, while universal sampling was applied to include all master teachers. Data were collected to assess the participants’ skills, knowledge, and experiences in using ICT tools and applications in the classroom. The findings revealed that many teachers demonstrated limited skills and insufficient knowledge in certain computer applications, which hindered their ability to fully integrate ICT into their teaching. Additionally, respondents reported encountering several challenges, including limited access to technology, inadequate digital literacy, and insufficient training opportunities. Despite these challenges, efforts by the Department of Education and other stakeholders have been made to address these issues by aligning initiatives with the ICT Manual for Teachers and promoting continuous professional development programs. Furthermore, the study underscored the critical role of administrative support, proper infrastructure, and sustained investment in technological resources to ensure successful ICT integration. Strengthening these areas is essential to empower teachers and improve the overall quality of education in the digital age. Keywords: ICT integration, Teachers’ ICT integration in teaching, Teachers’ ICT proficiency, challenges encountered in improving ICT skills, attitude towards ICT integration Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19954066 File-URL: https://vertexcorp.org/index.php/irmr/article/view/272 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/272/172 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:272 Template-Type: ReDIF-Article 1.0 Author-Name: Rachelle Atwood Author-Workplace-Name: St. Ignatius Parochial School, Inc. Author-Name: Leodegario Jr. Jalos Author-Workplace-Name: Marinduque State University Title: Classroom Management Strategies of Gumaca Catholic Secondary School Teachers: Their Effect on Academic and Behavioral Outcomes of Learners Publication-Status: Published Abstract: Classroom management plays a vital role in promoting both academic success and character formation, particularly within faith-based educational institutions. This study examined the classroom management strategies employed by secondary school teachers in Gumaca Catholic Schools Association and determined their effects on learners’ academic and behavioral outcomes. Anchored in a values-based educational framework, the research addressed the need to evaluate how Catholic values integration, positive reinforcement, structured routines, and restorative practices contribute to holistic student development. Using a mixed-methods exploratory sequential design, quantitative data were collected through survey questionnaires and analyzed using descriptive statistics and regression analysis, while qualitative data were gathered through open-ended responses and thematically analyzed. Findings revealed that teachers demonstrated a very high level of practice in classroom management strategies (mean = 4.49), consistently integrating faith-based principles and structured approaches. Learners’ academic performance was rated very satisfactory (mean = 86.81), and behavioral outcomes were generally positive across value domains. Regression analysis showed that classroom management strategies significantly influenced academic outcomes, explaining 14.4% of the variance, but did not significantly affect behavioral outcomes. Qualitative findings indicated that behavioral concerns were multifaceted, including aggression, disengagement, emotional struggles, and contextual influences such as family environment and technology use, particularly among early adolescents. The study concludes that while structured and values-based classroom management effectively supports academic achievement, behavioral development requires broader, collaborative, and developmentally responsive interventions. These findings contribute to educational practice by informing the development of a Classroom Management Guidebook and reinforcing the importance of holistic approaches in Catholic secondary education. Keywords: classroom management strategies; catholic values integration; academic outcomes; behavioral outcomes; restorative practice Journal: The International Review of Multidisciplinary Research Pages: 751-772 Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19954702 File-URL: https://vertexcorp.org/index.php/irmr/article/view/231 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/231/173 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:231 Template-Type: ReDIF-Article 1.0 Author-Name: Christian Jelt Faunillan Author-Workplace-Name: University of the Immaculate Conception Author-Name: Luningning Viterbo Author-Workplace-Name: University of the Immaculate Conception Title: Parental School Involvement, Teacher Humor Styles, and Student Engagement Among Grade 7 Students in Catholic Schools Publication-Status: Published Abstract: This study examined the influence of parental school involvement and humor styles of teachers on student engagement in Values Education among Grade 7 students in Catholic schools. A quantitative research approach utilizing a descriptive–correlational design was employed to determine the levels, relationships, and predictive influence of the identified variables. A total of two hundred and one (201) Grade 7 students from the University of the Immaculate Conception and Holy Cross of Mintal in Davao voluntarily served as research respondents. The research instruments that were utilized were validated and pilot-tested. These research instruments were used to measure parental school involvement in terms of parental expectations, parent–child communication, homework support, and school-based involvement; humor styles of teachers in terms of affiliative, self-enhancing, aggressive, and self-defeating humor; and student engagement across affective, behavioral, and cognitive dimensions. Statistical tools such as mean, standard deviation, Pearson product–moment correlation, and multiple regression analysis were utilized in analyzing the data. Findings revealed that parental school involvement, humor styles of teachers, and student engagement were generally at high levels, indicating that supportive parental practices, constructive teacher humor, and active student participation were frequently experienced among Grade 7 students. Results further showed significant relationships between parental school involvement and student engagement, as well as between humor styles of teachers and student engagement. Moreover, the combined influence of parental school involvement and humor styles of teachers significantly predicted student engagement in Values Education, suggesting that both home and classroom environments play vital roles in fostering meaningful participation and moral learning among students. Keywords: engagement; humor styles; parental involvement; student engagement; Values Education Journal: The International Review of Multidisciplinary Research Pages: 773-788 Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19964732 File-URL: https://vertexcorp.org/index.php/irmr/article/view/323 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/323/174 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:323 Template-Type: ReDIF-Article 1.0 Author-Name: Joyce Gosep Author-Workplace-Name: Northeastern College Author-Name: Junice Vicente Author-Workplace-Name: Northeastern College Author-Name: Mely Sinakay Author-Workplace-Name: Northeastern College Author-Name: Brenda Betawang Author-Workplace-Name: Northeastern College Author-Name: Richelle Agustin Author-Workplace-Name: Northeastern College Title: Graduate Students’ Knowledge and Process Skills in Learning Research Publication-Status: Published Abstract: Research competence is an essential component of graduate education, as it enables students to engage in scholarly inquiry, contribute to knowledge development, and address real-world problems effectively. Despite its importance, many graduate students encounter challenges in understanding and applying research concepts and processes. This study examined the research knowledge and research process skills of graduate students in learning research at Northeastern College. Specifically, it determined the level of research knowledge in terms of research concepts, research design, data collection methods, and data analysis, as well as the level of research process skills in terms of problem identification, literature review, data gathering, data analysis and interpretation, and report writing. A descriptive-correlational research design was employed, and data were collected using a structured questionnaire administered to graduate students enrolled in research-related courses. The data were analyzed using mean, standard deviation, Pearson’s product-moment correlation coefficient, t-test, and analysis of variance (ANOVA). The findings revealed that graduate students demonstrated a high level of research knowledge, while their research process skills were found to be evident. A significant moderate positive relationship was identified between research knowledge and research process skills, indicating that increased knowledge contributes to improved research performance. Significant differences were found when grouped according to academic program, while no significant differences were observed in terms of age, sex, and year level. Additionally, difficulties in learning research were highly evident, particularly in statistical analysis, research design, and data interpretation. Based on the findings, an enhancement program was proposed to strengthen students’ research competence through targeted interventions, including workshops, mentoring, and skill-based training activities. Keywords: Research knowledge, Research process skills, Graduate students, Research competence, Statistical analysis, Research education Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19965392 File-URL: https://vertexcorp.org/index.php/irmr/article/view/287 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/287/175 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:287 Template-Type: ReDIF-Article 1.0 Author-Name: Wilynda Manuel Author-Workplace-Name: Northeastern College Title: The Multi-Dimensional Effectiveness of Early Childhood Education Programs: Impact on Holistic Learner Development in Tumauini South District in the School Year 2025–2026. Publication-Status: Published Abstract: Early Childhood Education (ECE) plays a critical role in shaping children’s cognitive, social, emotional, and physical development, serving as a foundation for lifelong learning and overall well-being. This study examined the multidimensional effectiveness of Early Childhood Education (ECE) programs and their impact on holistic learner development in the Tumauini South District during the School Year 2025–2026. A descriptive research design was employed, with data collected from forty-four (44) kindergarten teachers using a structured questionnaire. The study assessed program effectiveness in terms of objectives, quality dimensions, developmental domains, and the adequacy of learning materials using frequency, percentage, weighted mean, and standard deviation. The findings revealed that ECE programs are generally effective, with an overall mean of 4.22, indicating that the program objectives are realized and quality standards are maintained. Across developmental domains, the programs demonstrated high effectiveness (overall mean = 4.38), particularly in health, hygiene, and safety, as well as mathematics, science, and language and literacy. Personal and social development and creative arts were also positively rated, although slightly lower than other domains. In terms of learning materials, the results indicated a satisfactory level of adequacy (overall mean = 3.82), with strong availability of books and mathematics-related resources but limited provision of technology, science materials, and musical instruments. Overall, the study concludes that ECE programs significantly support holistic learner development; however, improvements in resource allocation and teacher training are necessary to enhance program effectiveness and ensure more equitable and comprehensive early learning experiences. Keywords: Early Childhood Education, Holistic Learner Development, Program Effectiveness, Learning Materials Adequacy, Developmental Domains, Kindergarten Education, Philippines Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19974100 File-URL: https://vertexcorp.org/index.php/irmr/article/view/289 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/289/176 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:289 Template-Type: ReDIF-Article 1.0 Author-Name: Jake Bryant M. Esteves Author-Workplace-Name: Ifugao State University, Department of Education Author-Name: Dr. Generose S. Ognayon Author-Workplace-Name: Ifugao State University Title: School Atmosphere and Teachers’ Performance in Public Elementary Schools’ in Bambang I District Publication-Status: Published Abstract: This study examined the relationship between school atmosphere and teachers’ performance in public elementary schools in Bambang I District, Division of Nueva Vizcaya, during the Academic Year 2025–2026. Grounded in Organizational Climate Theory, the research employed a quantitative descriptive-comparative and correlational design. Data were gathered using an adapted School Climate Assessment Instrument (SCAI). The study assessed eight dimensions of school atmosphere: physical appearance, faculty relations, leadership and decision-making, discipline environment, community relations, attitude and culture, learning and assessments, and student interactions. The results of the study indicates that the general school atmosphere in Bambang I District had a “high” level of rating, signifying a positive and good school atmosphere. In terms of the dimension, leadership and decision-making as well as faculty relationships were given the highest rating among the eight dimensions, suggesting the presence of excellent management and faculty cooperation. Moreover, the teachers' performance also had an “outstanding” rating level, which signifies good teachers' performance. Through statistical analysis, it can be concluded that there exists a positive correlation between school atmosphere and teachers' performance. In conclusion, it can be said that school atmosphere plays a significant role in the performance of teachers. Positive leadership, effective collaboration, and conducive school atmosphere help improve teachers' performance. Keywords: faculty relations, leadership and decision-making, learning and assessments, organizational climate, school atmosphere, teachers’ performance Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.20025628 File-URL: https://vertexcorp.org/index.php/irmr/article/view/321 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/321/177 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:321 Template-Type: ReDIF-Article 1.0 Author-Name: Gracelyn Taculod Author-Workplace-Name: Foundation University Author-Name: Brando Piñero Author-Workplace-Name: Foundation University Author-Name: Dr. Maria Chona Z. Futalan Author-Workplace-Name: Foundation University Title: Physics Learning Gaps: Spherical Mirrors and Lenses in Focus Publication-Status: Published Abstract: The study sought to evaluate the level of students’ understanding, problem-solving skills, practical application, and difficulties encountered in their learning of spherical mirrors and thin lenses, as well as their perceptions of how their science teachers deliver their lessons in the classroom setting. The study adopted a quantitative descriptive correlational research design to systematically examine the relationships among these variables. The researcher also employed a two-stage cluster sampling technique to ensure a representative selection of participants. The respondents of this study were 165 Grade 10 students from three randomly selected schools in Santa Catalina District 2. The researcher utilized a 30-item test questionnaire to measure students’ level of knowledge and a Likert scale survey to gather their perceptions regarding instructional delivery. The data analysis used in this study included mean, standard deviation, and composite scoring to provide a clear interpretation of the results. The study found that the Grade 10 students had a satisfactory level of understanding of spherical mirrors and lenses, particularly in practical application and ray diagram interpretation. However, the students demonstrated their lowest performance in problem-solving and conceptual understanding, especially when they were required to explain concepts without relying on formulas. This indicates a tendency to depend on procedural knowledge rather than deep conceptual reasoning. The students also encountered some difficulties in applying formulas accurately, constructing ray diagrams, and understanding light behavior in mirrors and lenses. On the other hand, the students perceived the instructional delivery of their science teachers as very effective, as clear explanations, real-life examples, and hands-on learning activities significantly helped them understand concepts and solve problems more effectively. Keywords: instructional delivery; optics; problem solving; science teachers; thin lenses; spherical mirrors Journal: The International Review of Multidisciplinary Research Pages: 819-831 Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.20025894 File-URL: https://vertexcorp.org/index.php/irmr/article/view/313 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/313/178 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:313 Template-Type: ReDIF-Article 1.0 Author-Name: Regine Mae Santos Author-Workplace-Name: Department of Education Author-Name: Haydee Erika Asuncion Author-Workplace-Name: Department of Education Author-Name: Graziel Garcia Author-Workplace-Name: Department of Education Author-Name: Ofelia Bassali Author-Workplace-Name: Department of Education Author-Name: Junice Vicente Author-Workplace-Name: Department of Education Author-Name: Jurivic Liwliw Author-Workplace-Name: Department of Education Title: Graduate Education and its Influence on Teaching Effectiveness Publication-Status: Published Abstract: Education systems worldwide place great importance on teacher quality as a key factor influencing students’ learning outcomes. This study examined the influence of graduate education on public school teachers’ teaching effectiveness, focusing on teaching strategies, classroom management, and student outcomes. A quantitative, descriptive-comparative, and correlational research design was employed involving 33 teachers enrolled in graduate programs. Data were collected using a validated questionnaire and analyzed using descriptive statistics, analysis of variance (ANOVA), correlation, and regression analyses. The findings revealed that teachers demonstrated a very high level of teaching effectiveness across all domains, particularly in terms of classroom management and teaching strategies. Significant differences were observed across graduate education levels in terms of teaching strategies and classroom management, suggesting that higher levels of graduate education are associated with improved instructional practices and classroom management skills. However, no significant differences were found in the students’ outcomes. Correlation analysis showed moderate positive relationships between graduate education and both teaching strategies and classroom management, whereas the relationship with student outcomes was weak and insignificant. Regression analysis further indicated that graduate education significantly predicted teaching effectiveness. These findings suggest that graduate education enhances teaching practices; however, its direct impact on student outcomes may be influenced by other contextual and environmental factors within schools. This study highlights the importance of integrating advanced academic preparation with practical, learner-centered, and context-responsive teaching approaches to improve overall educational outcomes. Keywords: Graduate education; teaching effectiveness; teaching strategies; classroom management; student outcomes Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.20027277 File-URL: https://vertexcorp.org/index.php/irmr/article/view/217 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/217/179 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:217 Template-Type: ReDIF-Article 1.0 Author-Name: Faye Dakiwag Author-Workplace-Name: Northeastern College Author-Name: Janice Awis Author-Workplace-Name: Northeastern College Author-Name: Janika Estangki Author-Workplace-Name: Northeastern College Author-Name: Jenny Balinggao Author-Workplace-Name: Northeastern College Author-Name: Karolyn Cambi Author-Workplace-Name: Northeastern College Author-Name: Glace Idyll Tandingan Author-Workplace-Name: Northeastern College Title: AI Use and Critical Thinking Skills of Public School Teachers in Graduate School Publication-Status: Published Abstract: This study explored the connection between the use of artificial intelligence (AI) and the critical thinking abilities of graduate student teachers in public schools. Employing a descriptive correlational research approach, this study included 41 participants chosen through purposive sampling. Data were collected using a structured survey questionnaire that evaluated the participants' demographics, extent of AI usage, and critical thinking skills in the areas of analysis, evaluation, interpretation, inference, and reasoning. For data analysis, descriptive statistics, Pearson’s r correlation, t-tests, and one-way ANOVA were used. The results indicated that teachers had a moderate level of AI usage (M = 3.26, SD = 0.89), suggesting that AI tools are occasionally employed in teaching and academic tasks but are not yet fully integrated into regular practice. Conversely, participants displayed a high level of critical thinking skills (M = 3.49, SD = 0.87), indicating a strong proficiency in advanced cognitive processes. The study also found a significant moderate positive correlation between AI usage and critical thinking skills (r = 0.52, p < 0.001), implying that greater engagement with AI tools is linked to enhanced critical thinking skills. Furthermore, no significant differences were observed when participants were categorized according to age, sex, and teaching experience. These findings suggest that while AI adoption is still evolving, it has the potential to improve cognitive skills when used responsibly. The study recommends implementing structured intervention programs focusing on AI literacy, ethical use, and enhancing critical thinking skills to ensure effective and balanced AI integration in education. Keywords: Artificial Intelligence; Critical Thinking Skills,; AI Usage; Graduate Student Teachers; Educational Technology; Teaching and Learning; Higher-Order Thinking Skills; AI Integration Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.20027510 File-URL: https://vertexcorp.org/index.php/irmr/article/view/252 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/252/180 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:252 Template-Type: ReDIF-Article 1.0 Author-Name: Maureen Pulvera Author-Workplace-Name: Department of Education Author-Name: Susan Pineda Author-Workplace-Name: Marinduque State University Title: Development and Validation of the Speak Up Intervention Program Towards the Improvement of the Oral Communication Skills of Grade 12 Learners Publication-Status: Published Abstract: This study focused on the development and validation of the SPEAK UP Program (Strengthening Proficiency and Enhancing Academic Knowledge through Unified Programs), a structured intervention designed to improve the oral communication skills and academic performance of Grade 12 learners at San Andres National High School, Quezon Province. The program integrated podcast-based speaking activities, performance tasks, collaborative exercises, and guided reflections aligned with Department of Education Senior High School standards. A total of ten expert validators evaluated the program using a structured validation tool covering key criteria such as alignment with standards, instructional design, implementation strategies, assessment, and sustainability. The results revealed an overall mean score of 4.42 (SD = 0.81), interpreted as Very Good. The program was rated Excellent in terms of alignment with standards and learner needs (M = 4.60, SD = 0.70), clarity and relevance of program design (M = 4.60, SD = 0.70), and implementation strategies and resource management (M = 4.50, SD = 0.85). It received Very Good ratings in instructional materials (M = 4.20, SD = 0.79), monitoring and evaluation (M = 4.30, SD = 0.82), and stakeholder involvement (M = 4.30, SD = 0.95). The findings indicate that the SPEAK UP Program is well-developed, systematic, and responsive to learners’ needs. Revisions based on expert feedback further enhanced its quality, particularly in assessment tools and stakeholder engagement. The program is therefore considered valid and ready for pilot implementation as an effective approach to improving learners’ communication proficiency, confidence, and academic performance among senior high school learners. Keywords: Oral communication skills; intervention program; SPEAK-UP Program; Grade 12 learners; descriptive-validation research; communicative competence; DepEd MELCs; Philippines; language learning; podcast-based instruction Journal: The International Review of Multidisciplinary Research Pages: 850-857 Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.20027849 File-URL: https://vertexcorp.org/index.php/irmr/article/view/343 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/343/181 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:343 Template-Type: ReDIF-Article 1.0 Author-Name: Asnar Aloro Author-Workplace-Name: Laguna State Polytechnic University Author-Name: Trisha Mae Alimagno Author-Workplace-Name: Laguna State Polytechnic University Author-Name: Pollyn Coronado Author-Workplace-Name: Laguna State Polytechnic University Author-Name: Lucky Anne Paran Author-Workplace-Name: Laguna State Polytechnic University Title: Efficacy of Tilapia (Oreochromis Niloticus) Viscera and Powdered Eggshell as Biofertilizer in the Growth of Rice (Oryza Sativa) Publication-Status: Published Abstract: Rice (Oryza sativa) is a primary staple food in most Asian countries particularly in the Philippines. It plays an important role in the diet and health of an individual. With this, rice consumption is relatively high, amounting to 90% all over Asia. Therefore, the production of rice is necessary to deal with the continuously increasing demand for rice. Fertilizer, specifically chemical fertilizer is one of the necessities in the production of rice crops. However, the excessive use of chemical fertilizers has a severe impact on the health of the soil over some time. As a sustainable alternative, biofertilizers composed of fish derivatives and organic matter like eggshell offers a potential solution to this problem. This study investigates the effectiveness of a biofertilizer formulated from tilapia (Oreochromis niloticus) viscera and powdered eggshell on the growth of rice (Oryza sativa). The researchers examined its impact on key growth parameters, including plant height, root length, and the number of leaves. Furthermore, researchers formulated six various setups with different concentrations of tilapia (Oreochromis niloticus) viscera and powdered eggshell. Based on the findings, set-up treatment with a high concentration of eggshell and low fish amino acid concentration has high effectiveness as a biofertilizer among the other treatments. The results imply that the product has the potential to be an eco-friendly and cost-effective biofertilizer that can be utilized and be helpful to the community. Keywords: Biofertilizer; Oreochromis niloticus; Oryza sativa; Powdered Eggshell; Tilapia Viscera Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.20028161 File-URL: https://vertexcorp.org/index.php/irmr/article/view/51 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/51/182 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:51 Template-Type: ReDIF-Article 1.0 Author-Name: Radam J. Yusop Author-Workplace-Name: Mindanao State University - Sulu Author-Name: Raugda J. Julhamid Author-Workplace-Name: Sulu State University Title: Macro Skills Language Anxiety Among Pre-service Elementary Teachers in Mindanao State University–Sulu Publication-Status: Published Abstract: Linguistic competence is a cornerstone of effective education, yet many aspiring teachers experience English language anxiety that can significantly hinder their professional growth. This study investigated the levels of anxiety across the four macro skills—listening, speaking, reading, and writing—among 100 pre-service elementary teachers at Mindanao State University–Sulu during the 2025–2026 academic year. Employing a descriptive-correlational research design and purposive sampling, the researchers collected data through demographic profiling and skill-specific anxiety assessments. Statistical analyses, including correlation tests, were utilized to evaluate the relationships between anxiety levels and various demographic variables. The findings revealed that respondents generally maintained a neutral level of anxiety regarding listening, speaking, and writing, while reporting low anxiety specifically in reading. Interestingly, demographic factors such as age, gender, and socioeconomic status showed no significant impact on anxiety levels within this specific cohort of students. However, correlation analysis uncovered moderate to high positive significant relationships among all four macro language skills. These results suggest that language anxiety is a multidimensional construct, where challenges or apprehension in one skill area likely exacerbate anxiety in others. Because these skills are fundamentally interconnected, a struggle in oral communication may correlate with higher stress in written tasks. Consequently, the study strongly recommends that teacher-training institutions implement targeted instructional strategies and comprehensive psychological support programs to bolster communicative confidence. By addressing these interconnected anxieties through specialized workshops, institutions can ensure that future educators are adequately prepared for the linguistic demands of the classroom, ultimately fostering a more effective, resilient, and confident generation of teaching professionals within the region. Keywords: communication apprehension; pedagogical preparation; Inter-skill correlation; Foreign Language Anxiety (FLA); linguistic self-efficacy Journal: The International Review of Multidisciplinary Research Pages: 869-882 Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.20028339 File-URL: https://vertexcorp.org/index.php/irmr/article/view/342 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/342/183 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:342 Template-Type: ReDIF-Article 1.0 Author-Name: Charena Castro Author-Workplace-Name: Cebu Technological University Dumanjug, Extension Campus Title: Microbial Enumeration and Detection of Staphylococcus Aureus from the Selected Dried Fishery Products Publication-Status: Published Abstract: Dried fish is a staple food in many Asian countries, including the Philippines, where it is valued for its affordability, long shelf life, and cultural importance. However, microbial contamination poses significant food safety risks, particularly under traditional drying and market-handling conditions. This study assessed the microbial quality of six dried fish samples collected from local markets, focusing on total plate count, coliforms, yeast and mold, and the presence of Staphylococcus aureus. Total plate counts ranged from 7.2 × 10⁴ to 1.05 × 10⁶ CFU/g, with a mean of 5.7 × 10⁵ ± 3.6 × 10⁵ CFU/g. Coliforms were detected at 50–280 CFU/g, while yeast and mold counts ranged from 1.1 × 10³ to 5.3 × 10³ CFU/g. Notably, S. aureus was detected in 50% of samples, indicating potential public health risks. These findings align with reports from South Asia and Africa, where dried fish often exceed recommended microbial standards. The study underscores the need for stricter monitoring, improved handling practices, and greater consumer awareness to ensure the safety of dried fishery products. Keywords: Dried Fish • Microbial enumeration • Staphylococcus aureus • Total plate count • Coliform bacteria • Yeast and mold contamination • Food safety Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.20028520 File-URL: https://vertexcorp.org/index.php/irmr/article/view/201 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/201/184 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:201 Template-Type: ReDIF-Article 1.0 Author-Name: Eugenio Santiago III Author-Workplace-Name: Polytechnic University of the Philippines, Philippine Christian University, and National University Manila Title: Pagkakakilanlan ng Lisensyadong Tagaplano Pangkapaligiran sa Kalakhan sa Panahon ng Sustainable Development at Futures Thinking Publication-Status: Published Abstract: Sinusuri ng papel na ito ang tatlong magkakaugnay na paksa: ang propesyonal na pagkakakilanlan ng Lisensyadong Tagaplano Pangkapaligiran (Environmental Planner o EnP) sa Pilipinas; ang kahalagahan ng urban planning sa isang malaki at kumplikadong kalunsuran tulad ng Kalakhang Maynila; at ang tiyak na gampanin ng mga tagaplano sa pamamahala ng paggamit ng lupa at zonipikasyon. Iniilagay ng papel ang mga paksang ito sa loob ng mas malawak na balangkas ng sustainable development — partikular ang 17 Sustainable Development Goals (SDGs) ng United Nations, ang mga pandaigdigang prinsipyo ng sustainability, at ang mithiin ng Ambisyon 2040 ng Department of Economic Planning and  Development (DepDev) para sa Pilipinas bilang produkto ng futures thinking at hirayamanawari. Gumagamit ang pag-aaral ng qualitative policy analysis at documentary review bilang metodolohiya, na sumasaklaw sa pagsusuri ng mga batas, propesyonal na pamantayan, at mga internasyonal na alituntunin ng pagpaplano. Nalaman ng pananaliksik na ang EnP ay isang natatanging propesyon na nagtataglay ng mahalagang papel sa pagsasalin ng mga layunin ng sustainable development — mula sa pandaigdigang antas ng SDGs hanggang sa lokal na antas ng Comprehensive Land Use Plan (CLUP) at Zoning Ordinance. Ang pagkakakilanlan ng EnP ay binubuo ng tatlong dimensyon: teknikal, propesyonal, at panlipunan, na magkasamang nagtatakda ng isang propesyon na may pananagutang itaguyod ang kabutihang pampubliko at ang kalikasan. Sa Kalakhang Maynila, ang epektibong pamamahala ng paggamit ng lupa ay isang di-maiiwasang kondisyon para sa pagkamit ng maunlad na pamayanan, at upang makamit ang Ambisyon 2040 at ang mga SDG na may kaugnayan sa lungsod, pabahay, kalikasan, at climate action. Keywords: environmental planner; Sustainable Development Goals (SDGs); futures thinking; climate resilience; zonification; land use governance; participatory planning Journal: The International Review of Multidisciplinary Research Pages: 892-902 Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.20032547 File-URL: https://vertexcorp.org/index.php/irmr/article/view/334 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/334/186 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:334 Template-Type: ReDIF-Article 1.0 Author-Name: Abigail Galang Author-Workplace-Name: Northeastern College Title: Pedagogical Strategies in Araling Panlipunan: Utilization, Challenges, and Effectiveness in Santiago City Public Secondary Schools Publication-Status: Published Abstract: Education systems worldwide are focusing on how effective teaching strategies can boost student learning. This study took a closer look at how teaching methods are used, the challenges faced, and how effective they are in Araling Panlipunan among public secondary school teachers in the Philippines. The goal was to determine how well these methods work, figure out what affects their use, understand the problems teachers face, and look at the solutions put in place to tackle these issues. This study used a descriptive survey research design and involved 24 teachers selected through total population sampling. Data were gathered using structured questionnaires and unstructured interviews. The analysis included frequency, percentage, weighted mean, standard deviation, Pearson’s r correlation, t-test, and analysis of variance (ANOVA). The findings showed that teaching strategies were effective, with an overall mean score of 4.15, indicating that teachers used a variety of approaches to improve student learning. Learner-centered methods such as games and simulations, role-playing, and brainstorming were seen as highly effective, highlighting the importance of interactive and participatory techniques in learning. Factors such as teacher competence, instructional planning, and resource availability were key in influencing the use of teaching strategies. However, there were significant challenges, such as a lack of instructional materials, insufficient funds, and time constraints, which were major concerns for the teachers. Interventions such as providing instructional materials, teacher training, and administrative support have been widely implemented and have positively impacted teaching effectiveness. The study concludes that while teaching strategies in Araling Panlipunan are effective, ongoing institutional support is crucial for overcoming existing challenges and improving teaching practices in the subject. Keywords: Pedagogical strategies; instructional methods; learner-centered approach; teaching effectiveness Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.20032615 File-URL: https://vertexcorp.org/index.php/irmr/article/view/216 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/216/187 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:216 Template-Type: ReDIF-Article 1.0 Author-Name: Lynholly Bartolabac Author-Workplace-Name: Cebu Technological University, Department of Education Author-Name: Hannah Louise Canadalla Author-Workplace-Name: Cebu Technological University, Department of Education Author-Name: Rheden Bastismo Author-Workplace-Name: Cebu Technological University, Department of Education Author-Name: Ginalyn Burlas Author-Workplace-Name: Cebu Technological University, Department of Education Author-Name: Mary Ann Dizon Author-Workplace-Name: Cebu Technological University, Department of Education Author-Name: Ivy Dela Cerna Author-Workplace-Name: Cebu Technological University, Department of Education Author-Name: Jerome Landero Author-Workplace-Name: Cebu Technological University, Department of Education Author-Name: Marilyn Miranda Author-Workplace-Name: Cebu Technological University, Department of Education Title: Interpolating Learners’ Study Habit in Relation to the Academic Performance in Mathematics 5 Publication-Status: Published Abstract: This research assessed the study habits in relation to their academic performance of  Grade 5 Mathematics learners among the select public elementary schools in the  Division City of Naga, Cebu for School Year 2025-2026. The learners rendered 20-contact hours of Math program including instruction and  activities suited to their specific needs in relation to Interposing study habit  approach intended for academic performance on mathematics as learning aid towards strategic education. Self-administered questionnaires are to be delivered online or in  paper-pencil test format to100 respondents among the identified schools in the   City of Naga, Cebu Division. However, despite high training exposure, this must be examined alongside performance ratings to determine effectiveness. The findings reveal that learners’ study habits, particularly consistency, organization, and self- discipline, are   closely linked to their academic performance, though the degree of association varies across competencies. These variations highlight specific areas where learners may struggle due to insufficient study habits, emphasizing the need for  targeted interventions that address both behavioral and cognitive aspects of   learning. The findings provide a strong basis   for developing study-habit strategies aligned with    learners' actual needs. Learners are approaching mastery in some competencies, a significant portion still falls under “  Lack Mastery,” indicating   persistent   challenges in comprehension and application.  For some challenges can be  managed through minor adjustments, others require immediate and  strategic interventions.  Based on the conclusions reached in this research, it is highly recommended that Interpolated study habits strategies for all schools in the Division of City of Naga, Cebu be considered to elevate learners in Mathematics. Keywords: Interpolating Study Habit Strategies; Mathematics 5 Performance; Descriptive-Quantitative Research Journal: The International Review of Multidisciplinary Research Pages: 134-139 Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.20032357 File-URL: https://vertexcorp.org/index.php/irmr/article/view/384 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/384/185 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:384 Template-Type: ReDIF-Article 1.0 Author-Name: Divinagracia Mejares Author-Workplace-Name: Guinacot National High School Author-Name: Reamie Cimene Author-Workplace-Name: Cayacay High School Author-Name: Lorna Nina Balaba Author-Workplace-Name: Guindulman Technical Vocational High School Author-Name: Maria May Turan Author-Workplace-Name: Guinacot National High School Author-Name: Weena Mae Ampo Author-Workplace-Name: Bohol Island State University Title: Finding Home Again: The Lived Experience of Balik-Aral Students in Secondary Education Publication-Status: Published Abstract: Education is widely recognized as one of the most important foundations of personal growth, social development, and national progress. However, many individuals are unable to continue or complete their studies due to financial difficulties, family responsibilities, health concerns, work obligations, or other personal challenges. As a result, they may spend several years away from school, causing interruptions in their academic journey.  This study explores the lived experiences of Balik-Aral students who are adult learners who are 20 years old and above; returned to secondary education after an extended absence. Using a transcendental phenomenological approach, in-depth interviews were conducted with 10 participants. Data saturation was achieved at eight participants, with two additional participants included to validate emerging themes. Findings reveal that returning learners experience significant academic gaps, classroom adjustment challenges, and anxiety due to age differences and missed schooling. The difficulties in understanding lessons, keeping up with the pace of the class, and adjusting to a new social environment with younger peers results in them struggling in their adjustment. However, these experiences have not been burdensome to them because of the positive support from their teachers and classmates. Despite these barriers, participants demonstrated resilience through self-regulated learning, peer collaboration, and adaptive coping strategies. Teacher and peer support emerged as critical factors in facilitating reintegration. However, the absence of clear and structured institutional support frameworks created confusion and inconsistency in learning experiences. The study highlights the need for structured reintegration programs, mentoring systems, and flexible learning strategies to support returning learners. These findings align with Sustainable Development Goal 4, emphasizing inclusive and equitable quality education. Keywords: Balik-Aral; Returning Learners; Lived Experiences; Educational Reintegration; Secondary Education Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.20038243 File-URL: https://vertexcorp.org/index.php/irmr/article/view/181 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/181/188 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:181 Template-Type: ReDIF-Article 1.0 Author-Name: Celerina Garcia-Portales Author-Workplace-Name: University of Perpetual Help System-Laguna Title: Spiritual Practices, Coping Strategies, and Emotional Resilience of Christian Pastors in Selected Cities of Laguna, Philippines Publication-Status: Published Abstract: Emotional resilience among Christian pastors is shaped by spiritual engagement and coping processes; however, its multidimensional nature remains insufficiently clarified within pastoral contexts. This study aimed to examine the relationships among spiritual practices, coping strategies, and emotional resilience of Christian pastors in selected cities of Laguna, Philippines, with emphasis on how these factors interact within ministry demands and personal well-being. A descriptive–correlational research design was employed involving 40 Christian pastors from selected cities in Laguna. Data were collected using standardized instruments measuring daily spiritual experiences, religious coping (positive and negative), and emotional resilience. Statistical analyses included weighted mean, standard deviation, and Pearson product-moment correlation coefficient to determine the levels and relationships among the identified variables. Findings revealed consistently high engagement in spiritual practices, particularly prayer, along with a high prevalence of positive religious coping and minimal use of negative coping strategies. Emotional resilience was found to be at a moderate level among the respondents. Correlation analysis showed a significant moderate relationship between spiritual practices and positive religious coping. However, no significant relationships were found between spiritual practices and emotional resilience, nor between coping strategies and emotional resilience. These results suggest that while spiritual practices reinforce adaptive coping mechanisms, they do not directly predict emotional resilience. Instead, resilience appears to be influenced by a broader set of psychological, social, and contextual factors. The findings highlight the importance of adopting a holistic approach to pastoral support, integrating spiritual formation with psychological and relational interventions. Overall, this study contributes to the growing literature on pastoral well-being and underscores the need for multidimensional strategies to strengthen resilience among Christian pastors in contemporary ministry settings. Keywords: clergy wellbeing; faith-based coping; spiritual engagement patterns; adaptive coping mechanisms; pastoral mental health; resilience factors; religious coping styles Journal: The International Review of Multidisciplinary Research Pages: 924-932 Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.20056671 File-URL: https://vertexcorp.org/index.php/irmr/article/view/279 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/279/189 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:279 Template-Type: ReDIF-Article 1.0 Author-Name: Lhynette Zambales Author-Workplace-Name: Palawan State University Author-Name: Irene Panaligan Author-Workplace-Name: Palawan State University Author-Name: Emelyn Zambales Author-Workplace-Name: Palawan State University Author-Name: Ivan Angeles Author-Workplace-Name: Palawan State University Title: Indigenous People’s Experience in Transporting Agricultural Products from the Mountain of Imulnod, Brooke’s Point, Palawan, Philippines Publication-Status: Published Abstract: Transport systems are essential in facilitating economic activities, particularly in rural and indigenous communities where access to markets remains limited. This study examined the experiences of indigenous Palaw’an farmers in transporting agricultural products from the mountainous areas of Barangay Imulnod, Brooke’s Point, Palawan, Philippines, and aimed to provide a basis for an appropriate logistics plan. A descriptive-evaluative research design utilizing a mixed-method approach was employed. Data were gathered from 100 Palaw’an farmers and selected local stakeholders through survey questionnaires, interviews, and field observations. Quantitative data were analyzed using frequency, percentage, and ranking, while qualitative responses were interpreted through thematic analysis. Findings revealed that the majority of respondents are young male farmers aged 15–24, with household sizes of three to six members and monthly incomes ranging from ₱500 to ₱1,000. Most respondents rely on walking as their primary mode of transportation, carrying agricultural products weighing more than 40 kilograms over distances exceeding five kilometers, requiring more than four hours of travel along steep and rugged foot trails. Traditional materials such as “kiba” (basket) are commonly used. These practices expose farmers to physical strain, health risks, and economic inefficiencies, limiting their productivity and access to markets. The study concludes that inadequate transport infrastructure significantly affects the quality of life and economic opportunities of indigenous farmers. The findings highlight the need for appropriate logistics interventions, such as intermediate transport technologies, to reduce labor burden, improve efficiency, and enhance market accessibility. The study provides valuable insights for local government units and policymakers in designing inclusive and sustainable transport systems for indigenous communities. Keywords: Indigenous communities, rural transport, agricultural logistics, labor-intensive transport, rural infrastructure, Palawan, Philippines Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19451267 File-URL: https://vertexcorp.org/index.php/irmr/article/view/195 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/195/97 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:195 Template-Type: ReDIF-Article 1.0 Author-Name: Marianne Eugenio Author-Workplace-Name: Nueva Vizcaya State University Title: Interplay of Pre-Service Teachers’ Sex, Competence and Readiness in Early Childhood Education Program: The Case of an HEI in the Philippines Publication-Status: Published Abstract: This study aimed to: (1) assess the competence and readiness levels of pre-service teachers across the seven domains of the ECE Program; (2) correlate competence and readiness levels between and among these domains; and (3) determine whether male pre-service teachers have higher competence than females in the seven domains after controlling for readiness differences. Using a descriptive-quantitative research design - specifically correlational and comparative analysis, this study described the existing levels and relationships among variables without manipulating them or establishing causal effects. Through a validated survey-questionnaire, the study was administered to 36 Pre-Service Teachers of NVSU –Main Campus, Bayombong, Nueva Vizcaya. Findings reveal balanced competence and readiness of pre-service teachers in the seven domains of the ECE Program. A significant positive correlation between competence and readiness across the seven domains surfaced, but no significant gender differences in competence when controlling for readiness. These results provide insights into teacher preparation quality and equity; hence, it is recommended that the locale continues integrative, practice-oriented teacher education emphasizing health, safety, assessment, family engagement, and personal growth. Likewise, gender-neutral policies and support should be maintained, ensuring equitable competence development among all pre-service teachers, thereby fostering effective and inclusive early childhood education nationwide. Keywords: curriculum, developmental characteristics, learning experiences Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19452096 File-URL: https://vertexcorp.org/index.php/irmr/article/view/197 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/197/98 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:197 Template-Type: ReDIF-Article 1.0 Author-Name: Alodia Mae Padrique Author-Workplace-Name: Valencia Colleges Inc. Title: Level of Practice on Parenting Styles and Emotional Intelligence Development of Tigwahanon Learners Publication-Status: Published Abstract: This study examined Indigenous parenting styles and the development of emotional intelligence among Indigenous learners. Specifically, it assessed parenting styles, namely authoritative, authoritarian, and permissive, and evaluated emotional intelligence across the domains of interpersonal skills, empathetic responses, stress tolerance, optimism, assertiveness, problem-solving, and flexibility. Furthermore, the study investigated the relationship between parenting styles and the development of emotional intelligence among Indigenous learners. This study was conducted at Panuluanan Te Alubihid and Basbasanan To Opis, both extensions of Namnam Integrated School, located in Barangay Namnam, San Fernando, Bukidnon. The school primarily serves Indigenous Peoples (IP) learners belonging to the Tigwahanon tribe. A descriptive-correlational research design was utilized, and data were gathered through validated survey instruments administered to the respondents. Findings revealed that authoritative parenting was highly practiced, authoritarian parenting was moderately practiced, and permissive parenting was practiced to a lesser extent. Indigenous learners demonstrated a high level of emotional intelligence overall, with very high levels in empathetic responses and flexibility, and moderate levels in assertiveness. Correlation analysis showed that overall parenting styles were not statistically significantly related to overall emotional intelligence development. However, authoritative parenting was significantly associated with empathetic responses and problem-solving skills. The study concludes that while authoritative parenting may influence certain emotional intelligence domains, parenting styles as a whole do not significantly determine overall emotional intelligence development in Indigenous learners. Emotional intelligence may also be shaped by broader cultural, community, and environmental factors, as well as social interactions and lived experiences. Keywords: parenting styles, emotional intelligence, Tigwahanon learners, child development, socio-emotional learning, indigenous education Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19452475 File-URL: https://vertexcorp.org/index.php/irmr/article/view/199 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/199/99 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:199 Template-Type: ReDIF-Article 1.0 Author-Name: Zaldy Daguinod Author-Workplace-Name: Eastern Samar State University - Guiuan Campus Author-Name: Zhedrick Jhon Alday Author-Workplace-Name: Eastern Samar State University - Guiuan Campus Author-Name: Elizabeth Yaput Author-Workplace-Name: Eastern Samar State University - Guiuan Campus Author-Name: Victor Jr. David Author-Workplace-Name: Eastern Samar State University - Guiuan Campus Author-Name: Erica Molleno Author-Workplace-Name: Eastern Samar State University - Guiuan Campus Author-Name: Bryan Abing Author-Workplace-Name: Eastern Samar State University - Guiuan Campus Author-Name: Jordan Cabaguing Author-Workplace-Name: Eastern Samar State University - Guiuan Campus Title: Capacity Needs and Business Operational Challenges of Private Hospitals in Guiuan Eastern Samar Publication-Status: Published Abstract: The significant increase of illnesses nowadays is becoming a major public health concern and necessitating the improvement of the healthcare delivery. However, healthcare service gaps between urban and rural areas were revealed by existing studies, thereby limiting access to the needed essential medical attention. This study intends to identify root causes deterring private hospitals from providing advanced medical care and specialized services. In order to determine the service provider’s capacity needs and operational challenges, a descriptive-correlational research design was employed to examine the statistical relationship between the two variables. A quantitative survey of 101 personnel was conducted from the three private hospitals in Guiuan, Eastern Samar, wherein collated data revealed a favorable interest among hospitals to augment current medical services; however, service expansion was least considered, while cost control and standardization were prioritized instead and focused on providing a limited but well-defined set of services efficiently. Health facilities' major issue concentrated on patient management, particularly the OPD consultation waiting period. A significant relationship between capacity needs in terms of medical services and equipment and supplies with operational challenges was the major revelation of the study. Recommendations focus mainly on providing adequate medical equipment and ensuring the regular maintenance and timely replenishment in response to the noted key finding.  Likewise, establishing a reliable procurement system through strengthening partnership with the DOH will help reduce medical supply shortages. Moreover, engaging advanced medical healthcare services will minimize frequent referrals to city hospitals, ease patient burdens, and strengthen local healthcare capacity and service delivery. Keywords: Capacity Needs; Operational Challenges; Key Strategies; Medical Services; Private Hospitals Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19478182 File-URL: https://vertexcorp.org/index.php/irmr/article/view/98 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/98/100 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:98 Template-Type: ReDIF-Article 1.0 Author-Name: Manelyn Mananap Author-Workplace-Name: Central Philippines State University - Valladolid Extension Class Author-Name: Germa Borres Author-Workplace-Name: Central Philippines State University - Cauayan Campus Author-Name: Rosemie Gequillana Author-Workplace-Name: Central Philippines State University - Moises Padilla Campus Author-Name: Karla Salvallon Author-Workplace-Name: Central Philippines State University - Hinigaran Campus Title: Innovative Game Board: A Strategy to Enhance the Least Learned Skills of Grade IV Learners Publication-Status: Published Abstract: This study examined the effectiveness of implementing innovative game boards in enhancing the least learned skills of Grade IV learners in Mathematics within a school located in the District of Valladolid, Negros Occidental, during the School Year 2024-2025. Guided by constructivist learning theory, gamification theory, and Bloom’s taxonomy, the research aimed to evaluate the extent of game board integration and its impact on students' mastery of core mathematical skills. A pretest-posttest experimental design was employed, involving 145 learners identified through quarterly examination scores as having the most difficulty in specific mathematical areas. Data were collected using self-developed instruments that were aligned with the identified least learned skills, and analyzed through the computation of mean scores, standard deviations, and t-tests. The results showed that, prior to the intervention, learners' skills ranged from nearly proficient to proficient across the grading periods. After the implementation of the game boards, there were noticeable improvements in students' performance, with mean scores rising to proficient and highly proficient levels. The t-test results indicated that the differences between pre- and post-intervention scores were statistically significant across all grading periods, confirming the positive effect of the game-based strategies. The findings demonstrated that the use of game boards effectively enhanced students’ understanding, engagement, and mastery of fundamental mathematical concepts. The study concluded that interactive, game-based instructional strategies had a significant positive influence on learners’ skills, helping to reduce learning gaps and promote higher-order thinking skills. These results supported the integration of innovative game-based tools in primary education, particularly to improve mathematical proficiency and address specific learning deficiencies among young students. Keywords: salary increase, teaching and learning focused, performance-based promotion, Teaching Excellence Framework, state universities, faculty ranking, faculty promotion, education, political economy Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19478431 File-URL: https://vertexcorp.org/index.php/irmr/article/view/210 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/210/101 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:210 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Jane Ramos Author-Workplace-Name: Agusan National High School Author-Name: Bernadette Tubo Author-Workplace-Name: Mindanao State University-Iligan Institute of Technology Title: Teacher Support Adaptivity, Metacognitive Knowledge in Mathematics, and Mathematics Performance: A Path Analysis among Grade 9 Students Publication-Status: Published Abstract: This study examined the relationships among Core Teacher Support Adaptivity (Core TSA), metacognitive knowledge in mathematics, and mathematics performance among Grade 9 students at Agusan National High School, Butuan City. It also investigated whether metacognitive knowledge in mathematics mediates the relationship between perceived instructional adaptivity and mathematics achievement. A quantitative cross-sectional explanatory correlational design was employed. Data were collected from 300 students selected through proportional stratified random sampling. Instruments included the Questionnaire on Teacher Support Adaptivity (QTSA), the Metacognitive Knowledge in Mathematics Questionnaire (MKMQ), final mathematics grades, and scores from the Test of Fundamental Academic Skills (TOFAS). Data were analyzed using Spearman correlation, linear regression, and path analysis within a covariance-based structural equation modeling framework with bootstrapped estimates, implemented in R statistical software. Results showed that Core TSA significantly predicted final mathematics grades but did not significantly predict the TOFAS scores. In contrast, metacognitive knowledge in mathematics significantly predicted TOFAS scores but did not significantly predict final mathematics grades. Although metacognitive knowledge in mathematics was positively associated with both measures of mathematics achievement, mediation analysis indicated that it did not significantly mediate the relationship between Core TSA and mathematics performance. These findings suggest that instructional adaptivity primarily influences classroom-based achievement through direct instructional mechanisms, while metacognitive knowledge contributes independently to performance in standardized mathematics assessments, like the TOFAS. The results highlight the complementary yet distinct roles of instructional support and cognitive regulation in mathematics learning and underscore the importance of integrating metacognitive strategy development into classroom instruction to enhance students’ mathematical competence. Keywords: teacher support adaptivity, metacognitive knowledge, mathematics achievement, standardized mathematics performance, classroom assessment Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19479626 File-URL: https://vertexcorp.org/index.php/irmr/article/view/212 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/212/102 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:212 Template-Type: ReDIF-Article 1.0 Author-Name: Gerlyn Fortez Author-Workplace-Name: Department of Education Author-Name: Joan Pasigon Author-Workplace-Name: Department of Education Author-Name: Daisy Tangbawan Author-Workplace-Name: Department of Education Author-Name: Gertrude Bao-ed Author-Workplace-Name: Department of Education Author-Name: Jessicah Calimlim Author-Workplace-Name: Department of Education Author-Name: Adriano Sabado Author-Workplace-Name: Department of Education Title: Ethical Issues and Challenges in Implementing DepEd AI Guidelines in Basic Education Publication-Status: Published Abstract: Artificial intelligence (AI) is playing an increasingly transformative role in education by enhancing teaching and learning through tools such as chatbots, automated grading systems, and intelligent tutoring platforms. This study thoughtfully examined the ethical issues and challenges associated with implementing the Department of Education (DepEd) Foundational Guidelines on Artificial Intelligence in Basic Education, with a focus on teachers’ awareness, ethical concerns, implementation challenges, and ethical AI practices. A quantitative descriptive–correlational research design was employed, supplemented by a qualitative thematic analysis. Data were collected from 45 graduate student-teachers and analyzed using descriptive statistics, Pearson’s correlation, and multiple regression analysis. The findings revealed that teachers demonstrated a moderate level of awareness of the DepEd AI guidelines and generally exhibited responsible AI practices in the classroom. Ethical issues, such as academic dishonesty, data privacy, and algorithmic bias, were strongly recognized, whereas implementation challenges included limited training, insufficient resources, and unclear policy guidelines. Correlation analysis showed significant positive relationships among awareness, ethical issues, challenges, and ethical AI practices. Regression results further indicated that ethical issues, awareness, and challenges significantly predicted teachers’ ethical AI practices, with ethical issues emerging as the strongest predictor. Thematic analysis identified key strategies to improve ethical AI implementation, including professional development, clearer policy guidelines, monitoring mechanisms, resource provision, and context-based application. The study concludes that while teachers are committed to ethical AI use, enhanced training, policy clarity, and institutional support are essential to strengthen responsible AI integration, highlighting the need for a comprehensive and collaborative approach to ethical AI use in basic education. Keywords: Artificial Intelligence; AI Ethics; DepEd Guidelines; Teacher Awareness; Educational Technology; Basic Education; Ethical Practices Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19484616 File-URL: https://vertexcorp.org/index.php/irmr/article/view/108 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/108/103 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:108 Template-Type: ReDIF-Article 1.0 Author-Name: Charity Patongao Author-Workplace-Name: Northeastern College, Santiago City, Isabela, Philippines Author-Name: Hilda Clemencia Author-Workplace-Name: Northeastern College, Santiago City, Isabela, Philippines Author-Name: Jernie-Ann Annogui Author-Workplace-Name: Northeastern College, Santiago City, Isabela, Philippines Author-Name: Clou Moldero Author-Workplace-Name: Northeastern College, Santiago City, Isabela, Philippines Author-Name: Chanriz Emmang Author-Workplace-Name: Northeastern College, Santiago City, Isabela, Philippines Author-Name: Jenny Claire Bai Pecua Author-Workplace-Name: Northeastern College, Santiago City, Isabela, Philippines Author-Name: Adriano Sabado Author-Workplace-Name: Northeastern College, Santiago City, Isabela, Philippines Title: Reflective Thinking and Attitudes Toward Academic Requirements In AI-Supported Graduate Education Publication-Status: Published Abstract: Artificial intelligence (AI) tools are increasingly being integrated into higher education, transforming how graduate students perform academic tasks such as research, writing, and problem solving. While AI enhances efficiency and productivity, concerns remain regarding its influence on reflective thinking, academic rigor and scholarly integrity. This study examined reflective thinking and attitudes toward academic requirements in AI-supported graduate education using a convergent-parallel mixed-methods design. In the quantitative phase, 51 graduate students (30 master’s and 21 PhD students) completed a structured survey that measured reflective thinking, attitudes toward academic requirements, and AI engagement. Data were analyzed using descriptive statistics, Pearson’s correlation, and independent samples t-tests. In the qualitative phase, semi-structured interviews were conducted with 14 participants to explore their experiences with AI tools in academic tasks. The findings revealed very high levels of reflective thinking, positive attitudes toward academic requirements, and strong engagement with AI among graduate students. Significant positive relationships were found among reflective thinking, attitudes, and AI engagement, indicating that these variables are closely interconnected in AI-supported learning environments. No significant differences were observed between master’s and PhD students. Qualitative results showed that students critically evaluated AI-generated responses, verified information using credible academic sources, and maintained awareness of academic integrity when using AI tools. Overall, the study concluded that AI can support graduate learning without diminishing reflective thinking when used responsibly, and highlighted the importance of promoting ethical AI use, critical evaluation skills, and reflective learning practices in graduate education. Keywords: Artificial Intelligence in Education; Reflective Thinking; Academic Integrity; Graduate Education; AI Engagement; Academic Attitudes Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19499377 File-URL: https://vertexcorp.org/index.php/irmr/article/view/105 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/105/104 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:105 Template-Type: ReDIF-Article 1.0 Author-Name: Nona Christina R. Gabriel, MBA Author-Workplace-Name: University of Baguio Author-Name: Sittie Al-meerah Paca-Darimbang, LPT, MPA Author-Workplace-Name: University of Baguio Author-Name: Oliver Richard C. Celi Author-Workplace-Name: University of Baguio Title: Research training needs analysis of the University of Baguio support staff Publication-Status: Published Abstract: Support staff in higher education institutions play a critical yet frequently overlooked role in advancing academic research. This study examined the research training needs of the University of Baguio's non-teaching personnel to identify competency gaps and inform the development of a targeted, institution-based research training program aligned with accreditation and internationalization demands. Using a concurrent triangulation mixed-method design, 99 support staff respondents drawn from various university offices and schools participated in the study. A structured Likert-scale questionnaire measuring perceived research capability and extent of training needs across five research phases — conceptualization, design, empirical, analytical, and dissemination — was administered via Google Forms and supplemented by open-ended qualitative responses analyzed through thematic analysis. Findings revealed that the majority of respondents hold college degrees (81.8%), with research engagement positively correlated with educational attainment. Overall, support staff rated themselves as generally capable across research phases (M = 2.68 ± 0.61); however, specific areas such as statistical tools (M = 2.45), use of appropriate research instruments (M = 2.40), and research publication (M = 2.48) reflected weaker competencies. Correspondingly, training need was consistently rated high across all phases (overall M = 3.14 ± 0.68), with the dissemination (M = 3.19) and conceptualization phases (M = 3.17) registering the greatest demand. Qualitative themes further highlighted the need for mentorship programs, continuous skills development, and institutional process improvements. These findings underscore the urgency of structured, institution-led research training for non-teaching staff. Universities are encouraged to establish mentorship programs, conduct regular needs assessments, and provide flexible, self-paced training to bridge research competency gaps and foster a stronger institutional research culture. Keywords: research training needs assessment; mentorship; educational level; research phase Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19499820 File-URL: https://vertexcorp.org/index.php/irmr/article/view/126 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/126/105 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:126 Template-Type: ReDIF-Article 1.0 Author-Name: Engr. John Lowell R. Adalid Author-Workplace-Name: Department of Education - Rizal Title: Thermal Comfort Evaluation and Building Heat Gain Assessment of Naturally Ventilated Public-School Classrooms in Rodriguez, Rizal: Basis for Thermal Comfort Intervention Publication-Status: Published Abstract: This study aimed to examine the indoor thermal environmental conditions and their relationship to the thermal comfort of occupants in a naturally ventilated public-school building in Rodriguez, Rizal, Philippines during the dry season. Indoor environmental parameters such as air temperature, humidity, etc., and mean radiant temperature were monitored at various floors of the building at three-hour intervals during the day. Thermal sensation votes of approximately 30 students per classroom using ASHRAE 55 survey were also recorded. The findings revealed significant vertical and temporal variations in indoor environmental conditions within the building. Higher floor levels consistently recorded higher environmental parameter compared with lower floors which indicates the influence of solar heat gain through the building envelope. Thermal sensation responses of students also reflected increasing levels of thermal discomfort during midday and afternoon periods when indoor temperatures were highest. Statistical analyses using Pearson correlation demonstrated strong relationships between thermal comfort responses and measured environmental variables, particularly mean radiant temperature and operative temperature. Repeated measures of ANOVA confirmed significant differences in thermal conditions among floor levels and across different periods of the day. The results highlight the substantial role of building heat gain and ventilation limitations in influencing indoor thermal comfort in naturally ventilated DepEd classrooms located in tropical climates. It also emphasizes the significance of the use of passive and active design strategies such as cross-ventilation, reflective paint, exhaust fans, and solar-powered whirlybirds to reduce heat stress in classrooms. Recommendations have been made to monitor the peak heat periods and limit the occupancy of classrooms when the thermal conditions exceed the safe comfort thresholds. Keywords: thermal comfort; naturally-ventilated classrooms; building heat gain; DepEd buildings; Philippine tropical climate Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19505955 File-URL: https://vertexcorp.org/index.php/irmr/article/view/163 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/163/106 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:163 Template-Type: ReDIF-Article 1.0 Author-Name: Klein Joshua Angus Author-Workplace-Name: Cebu Technological University Title: Effectiveness of Animated Learning Materials in Enhancing Grade 8 Students’ Academic Performance in Physics Publication-Status: Published Abstract: This paper explored the use of animated learning resources to enhance academic performance of Grade 8 students in Physics especially in force, motion and energy concepts. A quasi-experimental one-group pretest–posttest research design was employed involving 56 Grade 8 students from Pintuyan National Vocational High School, Philippines because based on the data from the previous school year. The participants were exposed to animated instructional materials over a three-week period. Data were collected using a 40-item multiple-choice test and a validated perception survey. Descriptive statistics, including mean and standard deviation, as well as inferential analysis using a paired t-test, were utilized to determine significant differences in performance. Results revealed a statistically significant improvement in students’ performance across all competencies (p < .001), with large effect sizes (d > 1.0). The mean score increased from 39.10% in the pretest to 72.60% in the posttest, indicating substantial learning gains. Furthermore, students reported high levels of engagement, motivation, and conceptual understanding, with overall perception ratings categorized as “Strongly Agree” (M = 3.26–3.27). Positive feedback highlighted improved comprehension and increased interest in learning Physics through animation, while minimal concerns were noted regarding usability and clarity of instruction. The findings suggest that animated learning materials significantly enhance both conceptual understanding and learner engagement in Physics. This supports the integration of multimedia-based instructional strategies in promoting student-centered and technology-enhanced learning environments. It is recommended that educators adopt animation-driven approaches to improve science instruction and address conceptual difficulties in secondary education. It is suggested to integrate multimedia-based instructions to enable the student-centered and technology-enhanced learning environments in secondary education. Keywords: academic performance; multimedia learning; physics education; animated learning materials Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19506433 File-URL: https://vertexcorp.org/index.php/irmr/article/view/127 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/127/107 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:127 Template-Type: ReDIF-Article 1.0 Author-Name: Diane Basol Author-Workplace-Name: Sultan Kudarat State University – Tacurong Campus Author-Name: Merly Alimajen Author-Workplace-Name: Sultan Kudarat State University – Tacurong Campus Author-Name: Reynaldo Jr. Llamo Author-Workplace-Name: Sultan Kudarat State University – Tacurong Campus Author-Name: Renato Dela Cruz Author-Workplace-Name: Sultan Kudarat State University – Tacurong Campus Title: Cultural Diversity and Institutional Support on the Academic Performance of Hospitality Management Students Publication-Status: Published Abstract: This study had investigated the complex relationship between cultural diversity and institutional support and their collective influence on the academic performance of hospitality management students. The main objective of the research was to determine the levels of these variables and evaluate the extent of their impact on student success, specifically the study aimed to provide insights for educators to develop culturally sensitive teaching techniques and more inclusive learning environments. Therefor the researcher utilized a descriptive quantitative correlational research design to systematically characterize the variables and investigate the extent of their correlation. The study was conducted at the Sultan Kudarat State University (SKSU) – Tacurong Campus, a significant regional educational hub. The respondents consisted of a random sample of 120 Hospitality Management students of 1st and 2nd year levels. Data collection was carried out using a standardized survey questionnaire that measured Cultural Diversity through components like cross-cultural communication and cultural values, Institutional Support through factors such as faculty competency and campus climate, and Academic Performance via class participation and study habits. The results revealed that positive perceptions were universally high across all examined factors, pearson’s correlation analysis yielded a coefficient of 0.699, indicating a strong, positive, and statistically significant relationship between Cultural Diversity and Academic Performance. Furthermore, the study concluded that a supportive and culturally diverse environment is a critical driver of academic success. Recommendations include strengthening institutional support through mandatory faculty cultural competency training and further integrating cross-cultural communication principles into the hospitality management curriculum to maximize student outcomes. Keywords: cultural diversity, cultural background, cross-cultural communication, cultural values and beliefs, institutional support, responsive curricula, faculty cultural competency, mentorship programs, campus climate, academic performance, class participation, critical thinking, problem-solving, study habits. Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19508493 File-URL: https://vertexcorp.org/index.php/irmr/article/view/221 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/221/108 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:221 Template-Type: ReDIF-Article 1.0 Author-Name: Janice Alejado Author-Workplace-Name: Cebu Technological University Author-Name: Maryniza Embajador Author-Workplace-Name: Cebu Technological University Author-Name: Christine Sedon Author-Workplace-Name: Cebu Technological University Author-Name: Maricris Bual Author-Workplace-Name: Cebu Technological University Author-Name: Marilyn Miranda Author-Workplace-Name: Cebu Technological University Title: Effect of Instructional Supervision on Teachers’ Teaching Performance in Public Elementary Schools Publication-Status: Published Abstract: This study explored the effect of instructional supervision on teachers’ teaching performance in public elementary schools, focusing on Minglanilla Central Elementary School. The research involved 30 public elementary school teachers as respondents and employed a descriptive-correlational design. Data were collected using a structured questionnaire that examined the level of instructional supervision practices and teachers’ teaching performance. Findings revealed that instructional supervision, particularly in classroom observation, feedback, and mentoring, was consistently practiced and positively perceived by teachers. Likewise, teachers demonstrated a high level of teaching performance in terms of lesson delivery, classroom management, and learner engagement. The results further indicated a significant relationship between instructional supervision and teaching performance, suggesting that effective and supportive supervision contributes to improved instructional practices. The study highlights the importance of strengthening supervision mechanisms to enhance teacher effectiveness and promote better learning outcomes among pupils. Keywords: instructional supervision, teaching performance, public elementary schools, classroom observation, teacher effectiveness, Minglanilla Central Elementary School Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19510097 File-URL: https://vertexcorp.org/index.php/irmr/article/view/222 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/222/109 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:222 Template-Type: ReDIF-Article 1.0 Author-Name: Danica Salazar Author-Workplace-Name: Cebu Technological University Author-Name: Mary Rose Aguipo Author-Workplace-Name: Cebu Technological University Author-Name: Reynalyn Curaraton Author-Workplace-Name: Cebu Technological University Author-Name: Vera Mae Verdadero Author-Workplace-Name: Cebu Technological University Author-Name: Maria Dahlia Francisco Author-Workplace-Name: Cebu Technological University Author-Name: Marilyn Miranda Author-Workplace-Name: Cebu Technological University Title: The Impact of Interactive Strategies for Supporting Early Reading Development for Teacher’s Performance Publication-Status: Published Abstract: This study examined the impact of interactive teaching strategies on early reading development and teachers’ performance at La Paz Elementary School in La Paz, Bogo City, Cebu. Using a descriptive-correlational research design, the study involved 20 kindergarten teachers as respondents. Data were collected through a structured questionnaire focusing on the extent of teachers’ use of interactive strategies such as phonics-based instruction, storytelling, guided reading, and collaborative learning activities. Findings revealed that teachers frequently implemented interactive approaches that actively engaged learners and supported foundational reading skills. These strategies were found to enhance pupils’ participation, comprehension, and interest in reading. Moreover, results indicated a positive relationship between the use of interactive strategies and teachers’ instructional performance, particularly in classroom management, lesson delivery, and learner engagement. The study highlights the importance of adopting interactive methods to improve both early reading outcomes and teaching effectiveness. Keywords: interactive strategies, early reading development, teacher performance, kindergarten education, learner engagement, phonics instruction Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19510165 File-URL: https://vertexcorp.org/index.php/irmr/article/view/223 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/223/110 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:223 Template-Type: ReDIF-Article 1.0 Author-Name: Thea Almira Esbra Author-Workplace-Name: Cebu Technological University Author-Name: Maria Corazon Geollina Author-Workplace-Name: Cebu Technological University Author-Name: Rosemarie Orbeta Author-Workplace-Name: Cebu Technological University Author-Name: Rizalie Gador Author-Workplace-Name: Cebu Technological University Author-Name: Flora Mae Gerat Author-Workplace-Name: Cebu Technological University Author-Name: Fatima Claire Artajo Author-Workplace-Name: Cebu Technological University Author-Name: Marilyn Miranda Author-Workplace-Name: Cebu Technological University Title: The Impact of Instructional Leadership on Teacher Performance Publication-Status: Published Abstract: This study examines the impact of instructional leadership on teacher performance in Sangat Central Elementary School and Balud Elementary School in San Fernando, Cebu, Philippines. Using a descriptive-correlational research design, data were collected from 30 teachers through structured questionnaires assessing instructional leadership practices and indicators of teacher performance. Instructional leadership was measured in terms of goal setting, supervision, feedback, and professional development support, while teacher performance focused on classroom management, instructional delivery, and student engagement. Findings revealed that effective instructional leadership significantly enhances teacher performance by promoting clear expectations, continuous monitoring, and collaborative professional growth. School heads who actively guide, support, and motivate teachers contribute to improved teaching practices and overall school effectiveness. The study concludes that strengthening instructional leadership is essential in fostering teacher competence and improving educational outcomes. Recommendations highlight the need for sustained leadership training and supportive school environments. Keywords: instructional leadership, teacher performance, school administration, supervision, elementary education Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19510219 File-URL: https://vertexcorp.org/index.php/irmr/article/view/224 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/224/111 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:224 Template-Type: ReDIF-Article 1.0 Author-Name: Lovely Dail Batiancila Author-Workplace-Name: Cebu Technological University Author-Name: Marilyn Aparecio Author-Workplace-Name: Cebu Technological University Author-Name: Jimmalyn Pasculado Author-Workplace-Name: Cebu Technological University Author-Name: Brenda Pacaldo Author-Workplace-Name: Cebu Technological University Author-Name: Ma. Rebelin Ibañez Author-Workplace-Name: Cebu Technological University Author-Name: Marilyn Miranda Author-Workplace-Name: Cebu Technological University Title: The Impact of E-Supervision Tools on Teacher Performance Feedback Publication-Status: Published Abstract: This study examines the influence of E-Supervision tools on the delivery and effectiveness of teacher performance feedback. As educational institutions transition from traditional, paper-based observation methods to digital platforms, the speed and clarity of feedback have undergone significant changes. The research investigates how digital supervision affects the timeliness of evaluator comments and the subsequent professional growth of teachers. Data were gathered through a mixed-methods approach, including surveys distributed to instructional staff and semi-structured interviews with school administrators. Initial findings suggest that while E-Supervision tools significantly reduce the "feedback lag" and increase the accessibility of records, their impact on teacher performance is moderated by the technological proficiency of the user and the quality of interpersonal communication accompanying the digital data. The study concludes with recommendations for school leaders on integrating digital supervision platforms with face-to-face coaching to ensure a holistic approach to teacher development. Keywords: e-supervision, teacher feedback, instructional leadership, educational technology, teacher performance Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19510370 File-URL: https://vertexcorp.org/index.php/irmr/article/view/225 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/225/112 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:225 Template-Type: ReDIF-Article 1.0 Author-Name: Alberto III Sumaljag Author-Workplace-Name: Cebu Technological University Author-Name: Mary Jane Cabintoy Author-Workplace-Name: Cebu Technological University Author-Name: Maricel Engracial Author-Workplace-Name: Cebu Technological University Author-Name: Gervacio Veliganio Author-Workplace-Name: Cebu Technological University Author-Name: Maricel Suma-Oy Author-Workplace-Name: Cebu Technological University Author-Name: Marilyn Miranda Author-Workplace-Name: Cebu Technological University Title: The Effect of Math Games on Learning Multiplication: Compare Traditional Teaching Vs. Game- Based Learning Publication-Status: Published Abstract: This study aimed to examine the effectiveness of math games in improving multiplication skills among elementary students compared to traditional teaching methods. Conducted at Albuera North Central School, Poblacion Albuera, Leyte, the research involved 40 Grade 4 students divided into two groups: a control group exposed to traditional instruction and an experimental group exposed to game-based learning. A quasi-experimental design using pre-test and post-test measures was employed over a four-week period. The intervention included structured math games such as flashcard races, multiplication bingo, peer competitions, and simple digital quiz games adapted to classroom conditions. Results indicated that both groups improved after the intervention; however, the experimental group demonstrated significantly higher gains in multiplication accuracy and speed. The mean score increase of the game-based group was 75.8%, compared to 49.6% in the traditional group. Additionally, observational data revealed higher engagement, participation, and motivation among students exposed to game-based strategies. Learners in the experimental group displayed improved confidence, faster recall, and greater willingness to participate in class activities. The findings suggest that integrating interactive and play-based strategies enhances conceptual understanding and retention of multiplication skills. The study concludes that game-based learning is a more effective and engaging approach than traditional teaching methods for elementary mathematics instruction. Keywords: math games, multiplication learning, game-based learning, traditional teaching, elementary education, student engagement, Leyte, Philippines Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19510524 File-URL: https://vertexcorp.org/index.php/irmr/article/view/226 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/226/113 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:226 Template-Type: ReDIF-Article 1.0 Author-Name: Arlene Dela Cruz Author-Workplace-Name: Cebu Technological University Author-Name: Grace Lumapak Author-Workplace-Name: Cebu Technological University Author-Name: Niehdem Pedida Author-Workplace-Name: Cebu Technological University Author-Name: Remavil Gerbabuena Author-Workplace-Name: Cebu Technological University Author-Name: Ma. Luisa Almacen Author-Workplace-Name: Cebu Technological University Author-Name: Marilyn Miranda Author-Workplace-Name: Cebu Technological University Title: Project RLEN (Reading in Easy Language Eradicates Non-Readers): Its Effect on Grade One Pupils' Reading Ability in Filipino Publication-Status: Published Abstract: The most recurring problem in school is the presence of non-readers. The department and the teachers are trying to solve the problem by giving remediation to struggling readers. This research was designed by the researchers to make a beginning reading materials for Grade 1 pupils in Filipino. It is a back-to-the-basic method of reading where pupils need to learn the letter sound knowledge, initial sound identification, syllable reading, sentence reading, reading comprehension, listening comprehension and dictation. This research used the intervention Project RLEN Reading Assessment Tool in testing the pupils background in reading. It was given to identified 40 Grade One pupils of San Isidro Central School in Capiñahan, San Isidro, Leyte who had an emerging result in CRLA (Comprehensive Rapid Literacy Assessment). It was administered as pre and posttest. The significant difference of the result was determined through T-test, and a questionnaire was used to determine pupils’ responses on whether they like the Project or not using the Likert Scale. The results showed that Project RLEN had a high effect because of its significant increase of pupils’ performance in the areas of letter sound knowledge 25%, initial sound identification 25%, syllable reading 27.5%, word reading 55%, sentence reading 67.5%, reading comprehension 40%, listening comprehension 15% and dictation 40%. The significant difference of the pupils’ reading performance after exposure to the intervention was 3.61. The pupils who liked the intervention best was 77.5%.The intervention Project RLEN was proven to be good and effective reading material for beginning reading for Grade one pupils in Filipino. Keywords: beginning reading skills, reading intervention (project RLEN), grade 1 filipino literacy Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19511171 File-URL: https://vertexcorp.org/index.php/irmr/article/view/227 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/227/114 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:227 Template-Type: ReDIF-Article 1.0 Author-Name: Nimfa Roa Tumamak Author-Workplace-Name: Cebu Technological University Author-Name: Aldy Adol Author-Workplace-Name: Cebu Technological University Author-Name: Deodina Buscay Author-Workplace-Name: Cebu Technological University Author-Name: Jerwen Jalosjos Author-Workplace-Name: Cebu Technological University Author-Name: Dariel Pilapil Author-Workplace-Name: Cebu Technological University Author-Name: Jundee Requitillo Author-Workplace-Name: Cebu Technological University Author-Name: Marilyn Miranda Author-Workplace-Name: Cebu Technological University Title: Factors Affecting Reading Comprehension of Grade Three Pupils of Hacienda Maria Elementary School Publication-Status: Published Abstract: This study explored the factors that contribute to the low reading comprehension levels of 20 Grade Three pupils at Had. Maria Elementary School in Hacienda Maria, San Isidro, Leyte. A descriptive research approach was used, with data gathered through classroom observations, surveys, interviews, and online sources. The findings showed that several issues affect pupils’ ability to understand what they read. These include limited vocabulary, lack of access to appropriate reading materials, and the limited use of effective reading strategies in the classroom. The results of the study offer helpful insights for teachers who want to improve their teaching practices and support better learning outcomes. By recognizing these challenges, teachers can adjust their approaches and provide more meaningful learning experiences for their pupils. The study also highlights key steps in reading comprehension, such as identifying unfamiliar words, understanding their literal meanings, and interpreting their deeper or implied meanings. In addition, the study presents several practical strategies that can help improve reading comprehension. These include encouraging prediction to engage learners, using text structures like story maps and flowcharts to organize ideas, and applying visual representations to support memory. Other helpful techniques include summarizing texts, asking questions before, during, and after reading, and providing reading materials that match the learners’ level. Rereading texts, exploring similar topics, and strengthening vocabulary through engaging activities were also found to be effective. Finally , the study emphasizes the importance of using varied and learner-centered strategies to improve reading comprehension among young learners. Keywords: reading comprehension, Grade Three pupils, vocabulary development, instructional strategies, learner engagement Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19511235 File-URL: https://vertexcorp.org/index.php/irmr/article/view/228 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/228/115 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:228 Template-Type: ReDIF-Article 1.0 Author-Name: Lynlen Ilagan Author-Workplace-Name: Department of Education Author-Name: Joy Reyes-Profugo Author-Workplace-Name: Marinduque State University Title: English Language Anxiety Level and Coping Processes of Grade 10 Learners in General Luna District. Division of Quezon Publication-Status: Published Abstract: English proficiency is a vital global competency, yet language anxiety remains a persistent psychological barrier that inhibits effective communication and academic engagement among secondary learners. This study investigated the levels, causes, and effects of English language anxiety among 183 Grade 10 learners in the General Luna District, Division of Quezon, to address the lack of localized instructional support for anxious students. Using a concurrent triangulation mixed-methods design, the researchers collected quantitative data using a modified Foreign Language Classroom Anxiety Scale (FLCAS) and qualitative insights through open-ended written surveys to explore lived experiences and coping processes. Results revealed high levels of language anxiety across all dimensions, with test anxiety (Mean = 2.79) and social anxiety (Mean = 2.77) emerging as the most significant stressors. Qualitative findings highlighted that while fear of negative evaluation and peer judgment frequently triggers avoidance behaviors, learners successfully navigate these challenges through a three-stage coping process. This sequential process involves immediate physiological regulation, proactive competence-building through digital self-study, and reliance on social resilience from non-judgmental peer networks. These findings emphasize the critical need for a low-affective-filter environment in the Philippine rural-urban context, leading to the proposal of a comprehensive Learners’ Support Plan. This plan aims to institutionalize stress-reduction protocols and peer-mentoring initiatives to balance emotional well-being with academic rigor. By documenting internal mechanisms of student resilience, this research offers a strategic framework for educators to mitigate cognitive overload and foster sustained academic proficiency in English-medium contexts, ultimately transforming the classroom from a competitive arena into a safe learning space. Keywords: English; Language; Anxiety; Coping Processes Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19554649 File-URL: https://vertexcorp.org/index.php/irmr/article/view/182 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/182/116 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:182 Template-Type: ReDIF-Article 1.0 Author-Name: Sonia Janice Pilao Author-Workplace-Name: Centro Escolar University Author-Name: Jean Marie Villanueva Author-Workplace-Name: Centro Escolar University Author-Name: Eduard Riparip Author-Workplace-Name: Centro Escolar University Author-Name: Eura Jayne Valenzuela Author-Workplace-Name: Centro Escolar University Title: Organizational Wellness, Coping Mechanisms, and Work Productivity among Centro Escolar University Makati Employees: A Descriptive-Correlational Study Publication-Status: Published Abstract: Occupational stress poses a significant threat to employee well-being and organizational productivity, especially during periods of crisis. Consequently, the COVID-19 pandemic transformed workplace structures and imposed unprecedented psychological and organizational demands on employees. This descriptive-correlational study examined the organizational wellness status, coping mechanisms, and work productivity of 63 employees at Centro Escolar University–Makati during the pandemic. Employing validated self-administered questionnaires, the study evaluated physical, mental, and emotional wellness, as well as coping strategies classified as problem-focused, emotion-focused, and less constructive mechanisms. Results revealed that employees experienced moderate organizational wellness (M = 4.03, SD = 0.45) and employed coping strategies at a medium level (M = 2.80, SD = 0.36). Mental and emotional wellness appeared relatively stronger than physical wellness, showing the challenges of prolonged remote work arrangements. A strong relationship between length of service and organizational wellness suggests that institutional experience adds to greater resilience, familiarity with organizational structures, and stronger support networks. Employees simultaneously demonstrated adaptive coping strategies and psychological resistance, revealing cognitive dissonance between productivity expectations and personal well-being during pandemic-induced work transitions. The findings bring to the fore the need for institutionalized organizational wellness programs that systematically address employees’ physical, mental, and emotional health. The study concludes that employee well-being during crises is influenced more by coping strategies and institutional experience than by demographic factors. It is therefore recommended that Centro Escolar University–Makati implement comprehensive workplace wellness initiatives, including mental health support services, stress management programs, and resilience-building interventions, particularly for employees with shorter organizational tenure. Such programs may strengthen employee adaptability, sustain productivity, and enhance long-term organizational resilience. Keywords: occupational wellness; coping strategies; work productivity; remote work; organizational resilience; pandemic adaptation Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19557914 File-URL: https://vertexcorp.org/index.php/irmr/article/view/175 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/175/117 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:175 Template-Type: ReDIF-Article 1.0 Author-Name: Jopert Lozada Author-Workplace-Name: Department of Education Author-Name: Dr. Joy Reyes-Profugo Author-Workplace-Name: Marinduque State University Title: Effectiveness of Collaboreading Strategies in Enhancing the Reading Level of Junior High School Learners in Lopez West District, Division of Quezon Publication-Status: Published Abstract: This study determined the effectiveness of collaboreading strategies in enhancing the reading level of Junior High School learners in Lopez West District, Division of Quezon. The primary objectives were to determine the learner’s reading level before and after the implementation of collaboreading strategies, identify if there is a significant difference between the results, identify the challenges and actions taken by Junior High School teachers. Utilizing descriptive and quasi-experimental designs, data were gathered from 17 Junior High School teachers and 75 Grade 7 learners of Jongo National High School using the Philippine Informal Reading Inventory. The data were analyzed using statistical tools, including mean scores and paired sample t-test. The developed and implemented collaboreading strategies was a reading process based on the term COLLABOREAD. Findings revealed that pre-assessment results indicated that Grade 7 learners fell in the frustration level and instructional level. After collaboreading, post-assessment results showed significant improvement among learners in both classes. Statistical analysis confirmed the significant difference on learner’s reading level before and after the implementation of collaboreading strategies. Teachers faced challenges such as classroom management, learners’ motivation, and time required for collaborative activities. To address the issues, teachers used visual aids, interactive activities, peer-buddy support, and monitored reading progress. Based on these findings, Collaboreading Framework was proposed to help teachers and learners to enhance their reading level, particularly in reading comprehension. The study concluded that collaboreading effectively enhances their understanding of texts, developing critical thinking and encouraging active participation in reading activities. It is recommended that teachers integrate diverse tools and strategies to address different learning needs. Keywords: collaboreading strategies, reading level, reading comprehension, COLLABOREAD, Phil-IRI, active participation Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19562988 File-URL: https://vertexcorp.org/index.php/irmr/article/view/161 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/161/118 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:161 Template-Type: ReDIF-Article 1.0 Author-Name: Arlin Frelle Ramasola Author-Workplace-Name: Bohol Island State University Author-Name: Kreslyn Olamit Author-Workplace-Name: Bohol Island State University Author-Name: Marlon Janer Author-Workplace-Name: Bohol Island State University Author-Name: Jefone Silmaro Author-Workplace-Name: Bohol Island State University Author-Name: Jesszon Cano Author-Workplace-Name: Bohol Island State University Author-Name: Arlinda Ramasola Author-Workplace-Name: Bohol Island State University Author-Name: Jessa Cimagala Author-Workplace-Name: Bohol Island State University Title: Residents’ Perceptions: Benefits and Concerns of the Proposed Eco-Tourism Development in the BISU-Candijay Fishpond Publication-Status: Published Abstract: Tourism continues to play a vital role in advancing economic growth and strengthening cultural identity, with eco-tourism emerging as a sustainable approach that balances livelihood opportunities with environmental protection. In Candijay, Bohol, the proposed eco-tourism development in the BISU-Candijay Fishpond seeks to integrate aquaculture and tourism, making it essential to understand how residents perceive its potential benefits and concerns. The primary objective of this study was to assess the perceptions of residents in Barangay Cogtong regarding the environmental, economic, and socio-cultural impacts of the project, while also identifying their apprehensions about possible risks that may affect their community. To achieve this, the researchers employed a descriptive correlational survey design, administering a structured questionnaire to 50 residents living near the fishpond. Data were analyzed using frequency counts, percentages, weighted mean, and chi-square tests of independence to determine patterns of response and the influence of socio-demographic variables on perceptions. The findings revealed that residents strongly recognized the benefits of eco-tourism, particularly in creating jobs, diversifying livelihoods, improving infrastructure, raising environmental awareness, and preserving cultural identity, resulting in an overall composite mean of 3.61. Alongside these positive views, residents also voiced concerns about pollution, improper waste management, livelihood displacement, and the possibility of social conflicts emerging in the community. Statistical analysis further indicated that no significant relationship existed between most socio-demographic variables and perceptions, except for the length of residency, which significantly influenced how residents viewed the project. The study concludes that while residents support the proposed eco-tourism development, they emphasize the need for inclusive planning, sustainable practices, and active community participation to ensure lasting benefits and reduce environmental and social risks. Keywords: Tourism; residents’ perception; descriptive correlational survey; Bohol, Philippines Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19563333 File-URL: https://vertexcorp.org/index.php/irmr/article/view/113 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/113/119 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:113 Template-Type: ReDIF-Article 1.0 Author-Name: Jovani Bulacoy Author-Workplace-Name: Department of Education Title: 21st Century Skills and the Community Engagement of Grade 6 Learners Publication-Status: Published Abstract: This study assessed the levels of 21st-century skills, critical thinking, communication, collaboration, and creativity, among Grade 6 learners, along with their community engagement in San Fernando II District, Bukidnon. “Using a descriptive–correlational research design, data were gathered through a standardized questionnaire adapted from previous studies, with responses measured using a five-point Likert scale. The sample comprised 188 Grade 6 learners, selected at random. Analysis involved computing means, standard deviations, and Pearson correlations to determine skill and engagement levels and to explore their interrelationships. Findings revealed that learners demonstrated high levels in all assessed 21st-century skills and a very high degree of community engagement. Significant and strong positive correlations were observed between each skill and community engagement, both individually and collectively, indicating the integral role of these competencies in fostering learners’ active participation in community life. The study concluded that Grade 6 learners possess essential competencies that support effective problem-solving, communication, teamwork, and innovation, reflected in their advanced community involvement characterized by responsibility, empathy, and social advocacy. The significant associations underscore the importance of 21st-century skills in preparing learners to be active, engaged citizens. Recommendations highlight the need for learners to continually develop these skills through interactive and problem-based learning connected to real-world and community contexts. The integration of 21st-century skills and community engagement explicitly within curriculum frameworks, supported by professional development, is important. Future research is encouraged to identify instructional strategies and community-based programs that best enhance the collaboration between these skills and community involvement across diverse educational settings and grade levels. Keywords: 21st century skills, community engagement Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19563622 File-URL: https://vertexcorp.org/index.php/irmr/article/view/184 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/184/120 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:184 Template-Type: ReDIF-Article 1.0 Author-Name: Gladys Manuel Author-Workplace-Name: DepEd Lucena City Author-Name: Rizalie M. Lim, EdD Author-Workplace-Name: Marinduque State University Title: Relationship of Inclusive Learning Environment on Academic Achievement of Grade 1 Learners in Selected Elementary Schools in Lucena East District, Division of Lucena City Publication-Status: Published Abstract: This study investigated the relationship between the learning environment and academic achievement of Grade 1 learners at selected schools in the Lucena East District of Lucena City, with a focus on educational administration and inclusive education. It examined how characteristics of inclusion, including classroom layout, teacher-student interaction, and the availability of learning tools, affect young learners' academic achievement in the Philippine primary school setting. Data were collected using a descriptive-correlational design, including survey checklists, interviews, and analysis of grade point average across five learning domains: Language, Reading and Literacy, Mathematics, Makabansa, and Good Manners and Right Conduct (GMRC). The results showed that the learning environment was generally inclusive, particularly in teacher interaction, classroom management, and seating arrangements, but learning resources were only moderately inclusive, indicating that instructional and assistive materials could be further improved. Students performed satisfactorily to very satisfactorily across subjects, and the correlation analysis revealed no significant relationship between inclusiveness and academic achievement, implying that while inclusivity promotes engagement, confidence, and a sense of belonging, it does not solely determine academic success. The study emphasizes the importance of continually improving inclusive educational practices and ensuring equitable access to learning materials to foster the holistic development of all students and maintain a supportive, inclusive school climate conducive to lifelong learning. Keywords: learning environment, academic achievement, inclusive education Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19571870 File-URL: https://vertexcorp.org/index.php/irmr/article/view/183 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/183/121 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:183 Template-Type: ReDIF-Article 1.0 Author-Name: Mark Bryan Eñeja Author-Workplace-Name: Salinas High School Author-Name: Arnel Agustin Author-Workplace-Name: Nueva Viscaya State University Title: Development and Evaluation of Television-Based Instructional Materials in Empowerment Technologies 11 Publication-Status: Published Abstract: This study developed and evaluated Television-Based Instructional (TVBI) materials for Empowerment Technologies 11 at Salinas High School, Bambang, Nueva Vizcaya, Philippines. Using the ASSURE Instructional Design Model, three TVBI episodes were designed to address the least mastered competencies identified from the First Quarter Examination for School Year 2025–2026: (1) using advanced features of productivity tools through mail merge, (2) applying image manipulation techniques via Canva, and (3) creating ICT content using online platforms through Google Sites ePortfolios. The study employed a quantitative descriptive-comparative research design. Thirty respondents—10 learners (Grade 12), 10 subject teachers, and 10 experts (ICT Coordinators and Master Teachers)—evaluated the developed materials using the DepEd Learning Resource Management and Development System (LRMDS) Evaluation Rating Sheet for Non-Print Materials across four domains: content quality, instructional quality, technical quality, and accuracy and mechanics. Results revealed an overall grand mean of 3.64 (Very Satisfactory), indicating that the TVBI materials met acceptable quality standards. Learners gave the highest evaluation (M = 3.84), followed by subject teachers (M = 3.58), and experts (M = 3.51), all rated as Very Satisfactory. One-Way ANOVA results showed statistically significant differences (p = 0.000) in the evaluations across all criteria, with post-hoc Scheffé tests revealing significant differences between learners and professional evaluators but not between teachers and experts. The study concludes that the developed TVBI materials are pedagogically sound, technically functional, and curriculum-aligned. These materials represent a viable alternative instructional deliver. Keywords: ASSURE model, empowerment technologies, instructional quality, least mastered competencies, Television-based instructional materials materials Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19575060 File-URL: https://vertexcorp.org/index.php/irmr/article/view/186 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/186/122 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:186 Template-Type: ReDIF-Article 1.0 Author-Name: Deah Flores Author-Workplace-Name: Marinduque State University Extension at Eastern Quezon College, Inc. Author-Name: Annalyn Decena Author-Workplace-Name: Marinduque State University Extension at Eastern Quezon College, Inc. Title: The Implementation of School-Based Reading Programs in the Public Elementary Schools of San Narciso District II, Division of Quezon: Inputs for the Development of District-Wide Reading Program Publication-Status: Published Abstract: Developing learners' reading skills has been a perennial challenge in many schools, necessitating systematic evaluation of school-based interventions. This study assessed the implementation of school-based reading programs in public elementary schools in San Narciso District II, Division of Quezon, Philippines, to provide an empirical basis for developing a district-wide reading program. Employing a sequential explanatory mixed-methods design, quantitative data were gathered from 100 teachers through a researcher-developed checklist questionnaire, while qualitative data were collected through semi-structured interviews with nine reading coordinators. Quantitative data were analyzed using weighted means, while qualitative data were processed through coding and thematic analysis. Results revealed that the school-based reading programs attained an overall Grand Mean of 3.44, interpreted as Highly Evident–Highly Implemented (HE–HI) across five dimensions: Goals and Objectives (M = 3.51), Instructional Program (M = 3.48), Professional Development (M = 3.43), and Program Output (M = 3.54), with Materials and Resources registering the lowest composite mean at 3.22 (Evident–Moderately Implemented). SWOT analysis identified structured, data-driven instruction and peer/learner collaboration as dominant internal strengths; resource constraints, implementation variability, and parental involvement gaps as key weaknesses; technology enhancement, stakeholder engagement, and professional development as opportunities; and attendance disruptions, operational limitations, and home reinforcement gaps as prevailing threats. Thematic analysis generated four overarching themes: Structured and Differentiated Literacy Instruction; Implementation and Resource Constraints; Collaborative and Technological Opportunities for Scaling; and Contextual and Systemic Threats to Sustainability. Findings informed the development of a proposed District-Based Reading Enhancement Program (DBREP) anchored in structured differentiation, collaborative governance, and strategic resource mobilization. The study underscores the importance of addressing resource adequacy and home–school partnerships to sustain reading program gains in Philippine elementary. Keywords: school-based reading program, reading program implementation, SWOT analysis, mixed-methods research, elementary education, Philippines, District-Based Reading Enha Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19602756 File-URL: https://vertexcorp.org/index.php/irmr/article/view/264 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/264/123 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:264 Template-Type: ReDIF-Article 1.0 Author-Name: Reymond Dalupang Author-Workplace-Name: University of La Salette Inc. Title: GitHub Repository Workflows in Software Engineering Education: A Structured Review of Uses, Outcomes, and Challenges Publication-Status: Published Abstract: This structured review examines how GitHub is used in software engineering and programming education and what comparisons can be made with related classroom workflows and platforms. The review used source-by-source searching, staged screening, common extraction fields, source-role weighting, light appraisal, and narrative thematic synthesis. Searches were updated in March 2026 across major academic databases, ERIC, CEUR Workshop Proceedings, GALA, and openly accessible institutional or author-posted sources. Preliminary screening identified 127 candidate records. After staged screening, 58 accessible full texts were assessed, and 44 sources were retained: 38 substantive review sources and 6 method-guidance sources. The literature shows that GitHub is commonly used for assignment delivery, team projects, code review, feedback, autograding, and portfolio development, often supporting both individual learning and teamwork in realistic development environments. Reported benefits include better process visibility, clearer feedback placement, enhanced support for collaboration, and stronger workflow learning that integrates social coding, traceable contributions, and structured peer interaction. Common difficulties include the Git learning curve, setup burden, uneven student readiness, and the weak use of activity counts as direct evidence of learning. Comparative conclusions are clearest against basic file-submission workflows, emphasizing GitHub’s role in organizing course materials and feedback, and more cautious for GitLab and Bitbucket because direct classroom comparisons remain limited and context-dependent. Overall, GitHub appears most useful when it is introduced with clear guidance, aligned with course objectives, and supported with guidance for onboarding, workflow management, and assessment interpretation. This review contributes to educational technology research by synthesizing multi-source evidence, clarifying both the pedagogical potential and adoption constraints of repository-supported learning, and providing instructors with a detailed understanding of how platform features, classroom practices, and learning outcomes intersect in software engineering education. Keywords: version control pedagogy; collaborative software development; repository-supported learning; pull-request feedback; classroom automation; programming education; educational technology Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19603143 File-URL: https://vertexcorp.org/index.php/irmr/article/view/165 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/165/124 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:165 Template-Type: ReDIF-Article 1.0 Author-Name: Abegail Sabocojan Author-Workplace-Name: Eastern Samar State University - Guiuan Campus Author-Name: Judea Mae Calvadores Author-Workplace-Name: Eastern Samar State University - Guiuan Campus Author-Name: Joshua Ida Author-Workplace-Name: Eastern Samar State University - Guiuan Campus Author-Name: Fatima Padrilan Author-Workplace-Name: Eastern Samar State University - Guiuan Campus Author-Name: Rowelyn Inson Author-Workplace-Name: Eastern Samar State University - Guiuan Campus Author-Name: Dhevina Balleda Author-Workplace-Name: Eastern Samar State University - Guiuan Campus Author-Name: Kyla Badar Author-Workplace-Name: Eastern Samar State University - Guiuan Campus Author-Name: Rovic Amarelle Author-Workplace-Name: Eastern Samar State University - Guiuan Campus Author-Name: Elizabeth Dañas Author-Workplace-Name: Eastern Samar State University - Guiuan Campus Title: Adaptive Strategies of Micro-Enterprises in Balancing Profitability and Consumer Preference During High Inflation Publication-Status: Published Abstract: In periods of high inflation, micro-enterprises in Guiuan, Eastern Samar, adopt different strategies to maintain a balance between profitability and customer demand. A qualitative phenomenological study was conducted on ten micro-entrepreneurs within a variety of industries through in-depth interviews regarding the impact of inflation on their businesses. Micro-enterprises are experiencing considerable challenges from inflation such as increased operational costs and reduced customer spending while continuing to deal with supply chain disturbances. Specific strategies used by entrepreneurs included working closely with vendors to adjust inventory levels, raising prices minimally and maintaining low total costs, improving customer service, maintaining strict financial controls, and achieving product-sale focused selling strategies. Quality, trust building, and building long-term relationships with customers were also highlighted as being very important. The results of the study state that entrepreneurial mindset, resilience and the values of the community-based entrepreneur is critical to the sustainability of small businesses during periods of economic pressure. Keywords: micro-enterprises, inflation, adaptive strategies, profitability, consumer preference Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19603481 File-URL: https://vertexcorp.org/index.php/irmr/article/view/82 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/82/125 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:82 Template-Type: ReDIF-Article 1.0 Author-Name: Frujielyn Dumandan Author-Workplace-Name: University of Cebu – Graduate School Author-Name: Rex Argate Author-Workplace-Name: University of Cebu – Graduate School Title: From Allocation to Application: Voices of Public-School Heads on Maintenance and Other Operating Expenses (MOOE) Utilization Publication-Status: Published Abstract: This study explored the lived experiences of public-school heads in managing Maintenance and Other Operating Expenses (MOOE) in the Pintuyan District, Southern Leyte, Philippines. Specifically, it examined their positive experiences, issues and concerns, and aspirations for improving MOOE utilization. A qualitative phenomenological research design was employed to capture in-depth perspectives of ten (10) purposively selected public-school heads. Data were gathered through in-depth interviews and focus group discussions and analyzed using Colaizzi’s method. Findings revealed three major themes. First, positive experiences in managing MOOE highlighted transparency, accountability, efficient resource management, and enhanced school operations, which collectively supported the teaching-learning process. Second, key issues and concerns in MOOE utilization included inadequate funding, delays in fund release, strict regulatory constraints, and complex procurement procedures, all of which limited flexibility and timely implementation of school programs. Third, participants expressed aspirations for improvement in MOOE utilization, emphasizing the need for strategic financial planning, increased stakeholder participation, capacity building, and timely and adequate fund allocation. The study concludes that MOOE plays a vital role in sustaining school operations and improving educational outcomes; however, its effectiveness is contingent upon sound financial management practices, responsive policies, and collaborative governance. While school heads demonstrate resilience and adaptability in addressing financial challenges, systemic issues hinder optimal resource utilization. The findings contribute to the understanding of school-based financial management and provide practical insights for policymakers and educational leaders. Strengthening financial systems, streamlining fund disbursement processes, and promoting participatory governance are recommended to enhance MOOE utilization and support quality education in public schools. Keywords: educational leadership; MOOE; public school heads; qualitative research; resource allocation; school financial management Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19695661 File-URL: https://vertexcorp.org/index.php/irmr/article/view/144 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/144/126 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:144 Template-Type: ReDIF-Article 1.0 Author-Name: Micah Esther Bagsit Author-Workplace-Name: University of Batangas Author-Name: Gladiola Eje Author-Workplace-Name: University of Batangas Title: Unveiling Substance Use Patterns and Dysfunctional Family Dynamics Among Adults in Rehabilitation Publication-Status: Published Abstract: Substance use disorder is commonly approached as an individual condition; however, increasing evidence highlights the role of family environments in shaping substance use behaviors. This study examines how dysfunctional family dynamics influence substance use patterns among adults undergoing rehabilitation in the Philippines, addressing the gap between individual-focused treatment and relational influences A qualitative case study design was employed involving five participants selected through purposive sampling. Data were collected using semi-structured interviews, the McMaster Family Assessment Device, and secondary records. Thematic analysis was applied to identify recurring patterns across cases. Findings revealed four consistent patterns: early initiation of substance use, coping-driven use, progression from experimentation to dependence, and delayed help-seeking. These patterns were strongly associated with family conditions such as emotional neglect, poor communication, lack of supervision, trauma, and substance use modeling. Across cases, substance use emerged as a response to sustained emotional and relational difficulties. The study demonstrates that substance use is not solely an individual behavior but a relationally shaped process. Findings highlight the importance of integrating family-centered approaches into rehabilitation programs to improve long-term recovery outcomes. These results provide a basis for developing culturally grounded intervention strategies within family contexts. Keywords: family dysfunction, addiction recovery patterns, emotional neglect, rehabilitation context, coping behaviors, qualitative case study, family-based intervention Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19696128 File-URL: https://vertexcorp.org/index.php/irmr/article/view/326 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/326/127 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:326 Template-Type: ReDIF-Article 1.0 Author-Name: Irish Casundo Author-Workplace-Name: Department of Education - District of Guindulman Author-Name: Deliarita Casundo Author-Workplace-Name: Bohol Island State University - Candijay Author-Name: Dr. Jesszon B. Cano Author-Workplace-Name: Bohol Island State University - Candijay Title: TikTok Exposure Among Learners: Its Effect on Their Well-Being and Academic Behavior Publication-Status: Published Abstract: This study aimed to determine the effects of TikTok exposure on the well-being and academic behavior of learners in public schools in Candijay District during the school year 2023–2024. The sample consisted of 300 participants, including 220 learners from Grades 5–6 and 80 senior high school students from Grades 11–12, selected through purposive sampling. Specifically, the study examined the students’ profiles in terms of age, sex, grade level, frequency of use per day, and length of TikTok use. It also assessed the extent of TikTok exposure and the learners’ perceived well-being across academic, physical, psychological, self, social, and spiritual dimensions. Furthermore, it explored academic behavior, focusing on attendance and punctuality, class participation, preparation and organization, respect for others, time management, and study skills. A descriptive-correlational research design was employed, utilizing a survey questionnaire as the primary data collection tool. Findings revealed a significant association between learners’ well-being and age, indicating that well-being varies across age groups. However, sex, grade level, and length of TikTok use showed no significant influence on well-being. The results also indicated a significant positive relationship between well-being and academic behavior, suggesting that higher well-being is linked to better academic performance. In conclusion, TikTok exposure has a notable influence on learners’ well-being and academic behavior, although it is not the sole determining factor. Based on these findings, the study recommends implementing support systems such as mentorship programs and improved communication channels, as well as encouraging learners to engage in self-care practices to enhance both well-being and academic outcomes. Keywords: TikTok exposure; learner well-being; academic behavior; public school students; descriptive-correlational study Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19696385 File-URL: https://vertexcorp.org/index.php/irmr/article/view/109 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/109/128 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:109 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Ann Maceda Author-Workplace-Name: Bicol College Title: Technology Integration: Key to Strategic Success Among Public High School Administrators in Legazpi City Division Publication-Status: Published Abstract: In the digital era, technology integration has become the primary means of achieving efficient administration. This paper aims to investigate how digital technologies are a vital key to successful strategies of school administrators in the Legazpi City Division. Objectives: The research seeks to assess the availability of technology, identify obstacles in managing records, property, and finances, evaluate differences in respondents' perceptual viewpoints, and formulate a sustainable strategy. The research covers Public High School Administrators and ICT Coordinators in the Legazpi City Division during the 2025-2026 school year. A descriptive-evaluative approach was used in conducting this study using Weighted Mean and Kendall’s Coefficient of Concordance. It is found that there is extremely high technology saturation; however, a "Digital Skill Divide" exists among them as well. Whereas school administrators struggle with data entry and the mandatory use of information systems, ICT coordinators focus on data security. Nonetheless, the statistical assessment demonstrates the existence of a "Unified Problem Consciousness." To achieve strategic data resilience, one should abandon the current paradigm and move to more advanced solutions. With a proposed Project STRIDE, manual data entry will be replaced, benefiting institutions. Keywords: technology integration; strategic success; administrative efficiency; Legazpi City Division; project stride; data resilience Journal: The International Review of Multidisciplinary Research Pages: 305-334 Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19696764 File-URL: https://vertexcorp.org/index.php/irmr/article/view/296 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/296/129 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:296 Template-Type: ReDIF-Article 1.0 Author-Name: Lilian Rose Fernandez Author-Workplace-Name: Central Mindanao University Author-Name: Aljin Penaso Author-Workplace-Name: Central Mindanao University Author-Name: Arman Nuezca Author-Workplace-Name: Central Mindanao University Author-Name: Dexter Jhon Yecyec Author-Workplace-Name: Central Mindanao University Title: Perceived Academic Stress and Mental Well-Being of Non-Stem Students Enrolled in Stem Related Courses Publication-Status: Published Abstract: This study examined the perceived academic stress and mental well-being of non-STEM students enrolled in STEM major courses in higher education. The transition from non-STEM senior high school strands to rigorous STEM programs often presents unique challenges for freshmen students, prompting the need to understand how they cope with academic demands. Specifically, this research determined the Levels of Perceived Academic Stress, Mental Well-Being as well as the significant relationship between these two variables. A quantitative descriptive-correlational research design was utilized to systematically describe and correlate the variables among freshmen students who had taken non-STEM strands in senior high school and are currently enrolled in STEM-related courses. The study employed the total enumeration method. The survey questionnaires along with the information letter and consent form was distributed through Google form links and face-to-face administration. After the data was collected, tabulated, and statistically analysed, results showed that non-Stem students enrolled in STEM-related courses experienced high levels of Academic Stress as indicated by the accumulated Grand Mean which totals to 3.491. In contrast to this, the Mental Well-being results showed a total mean score of 3.26 which indicates that their mental well-being has been used positively and can improve. Moreover, Pearson’s Correlational Coefficient was employed and results showed a Pearson’s r value of .0791, which is close to zero, indicating a weak positive correlation between the two variables. Therefore, the null hypothesis of the study is accepted. These findings provide important insight for educational sectors seeking to develop targeted intervention that can reduce academic stress and to enhance the mental well-being of the students transitioning to STEM related courses. Keywords: non-STEM students; academic stress; mental well-being; freshmen; higher education Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19697017 File-URL: https://vertexcorp.org/index.php/irmr/article/view/180 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/180/130 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:180 Template-Type: ReDIF-Article 1.0 Author-Name: Angelita Tabian Author-Workplace-Name: Cagayan State University Title: Teachers’ Experiences, Motivation, Challenges and Opportunities on the Expanded Career Progression System of the Department of Education Publication-Status: Published Abstract: This study explores teachers’ lived experiences, motivations, challenges, perceived opportunities, and coping strategies regarding the Expanded Career Progression System (ECPS) of the Department of Education. Existing literature emphasizes that structured career pathways enhance teacher motivation, retention, and professional identity; however, limited qualitative research examines how teachers interpret and navigate such reforms in practice. Guided by Self-Determination Theory, this study investigated how ECPS fulfills or constrains teachers’ needs for autonomy, competence, and relatedness. This study addressed the central question: How do teachers experience and make sense of the ECPS in terms of motivation, challenges, opportunities, and coping? It was hypothesized that ECPS functions both as a professional growth mechanism and a source of systemic strain depending on contextual supports. A qualitative hermeneutic phenomenological design was employed. Participants were purposively selected public elementary school teachers in Northwestern Cagayan with direct ECPS involvement. Data were gathered through semi-structured in-depth interviews and analyzed using hermeneutic phenomenological analysis until data saturation was reached. Findings revealed a dynamic coexistence of stress and professional validation. Teachers reported documentation burden, time constraints, and evaluation anxiety, yet also expressed motivation rooted in recognition, financial stability, leadership aspirations, and competence development. Coping strategies included systematic documentation, time management, collegial collaboration, and growth-oriented reframing. The study concludes that ECPS strengthens professionalization when institutional supports align with reform demands. These findings inform policy refinement and the development of structured teacher support systems to ensure sustainable and equitable career progression implementation. Keywords: Expanded Career Progression System (ECPS); teacher motivation; Professional growth; Career advancement; Coping strategies Journal: The International Review of Multidisciplinary Research Pages: 342-350 Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19732543 File-URL: https://vertexcorp.org/index.php/irmr/article/view/314 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/314/131 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:314 Template-Type: ReDIF-Article 1.0 Author-Name: Claire Paraiso Author-Workplace-Name: Cebu Technological University Author-Name: Rey Antonio Paraiso Author-Workplace-Name: Cebu Technological University Author-Name: Rowela Nemil Author-Workplace-Name: Cebu Technological University Author-Name: Marilyn Miranda Author-Workplace-Name: Cebu Technological University Title: Competency - Based Instruction Tutelage  Activities Towards the Academic Achievement of Mathematics 4 Publication-Status: Published Abstract: This research assessed the status of competency-based instruction in relation to the learning performance of Mathematics 4 learners in the select respondent-groups at Minglanilla Central Elementary School, Minglanilla District 1, of Cebu Province Division, during the School Year 2023-2024 as basis for the Competency-based Instruction Tutelage Activities. The research employed descriptive-quantitative method. There were 139 respondents, 14 teachers, and 125 learners. Most of the teachers are female,  have units in Master’s degree; with a rating of “Very Satisfactory”. Female learners dominated their male counterpart in terms of their number.  Majority of the learners also claimed that they don’t have a regular home tutorship for Mathematics at home. A “High Level” of perception on the extent to which they in the status on related to the competency-based instruction Teaching Mathematics 4.  The overall score of the respondents indicated that most of them have a “Very Satisfactory” and “Satisfactory” academic performance in Mathematics 4. In terms of testing the null hypothesis, Pearson – r revealed that there is significant association between the perception of the teachers related to the competency-based instruction and the academic performance of Grade - 4 Mathematics learners.  The most prevalent issues and concerns related the perception of the teachers related to the competency-based instruction and the academic performance of Grade - 4 Mathematics learners that were reported by the teachers are “Poverty or poor learners’ attendance rank as no.1 together with the need of learners “since the teachers rated them as “Strongly Agree”. The weighted mean is 4.43 and it could be interpreted that that overall score for this variable is “Strongly Agree”. Based on the findings, competency-based instruction tutelage activities can be crafted for implementation. Keywords: administration and supervision; competency- based instruction tutelage activities towards the academic achievement of mathematics; Minglanilla District; Cebu Province Division; Cebu Philippines Journal: The International Review of Multidisciplinary Research Pages: 351-356 Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19749702 File-URL: https://vertexcorp.org/index.php/irmr/article/view/303 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/303/132 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:303 Template-Type: ReDIF-Article 1.0 Author-Name: Jespir Parilla Author-Workplace-Name: Bangcud National High School Author-Name: Luningning Viterbo Author-Workplace-Name: University of the Immaculate Conception Title: Parental Involvement and Peer Support as Predictors of Prosocial Behavior Among Public Junior High School Students Publication-Status: Published Abstract: This study aimed to determine the influence of parental involvement and peer support on the prosocial behavior of public junior high school students in Malaybalay City, Bukidnon, Region X. Specifically, it examined the levels of parental involvement, peer support, and prosocial behavior, as well as the relationships and predictive influence among these variables. A quantitative research design employing the descriptive-correlational method was utilized to analyze naturally occurring relationships without manipulation of variables. Data were gathered from junior high school students using adapted, validated, and pilot-tested survey instruments designed to measure parental involvement, peer support, and prosocial behavior. Statistical analyses included mean and standard deviation to determine the level of each variable, Pearson product–moment correlation to examine the relationships among variables, and multiple regression analysis to identify significant predictors of prosocial behavior. Results revealed that parental involvement, peer support, and prosocial behavior were consistently rated at a high level, indicating that these constructs are frequently experienced, manifested, and observed among junior high school students. Correlation analysis showed that both parental involvement and peer support had significant positive relationships with prosocial behavior, with peer support demonstrating a stronger association. Furthermore, multiple regression analysis revealed that peer support emerged as a significant predictor of prosocial behavior, while parental involvement did not register a significant unique predictive influence when analyzed concurrently with peer support. These findings suggest that although parental involvement remains positively associated with adolescents’ prosocial behavior, peer relationships exert a more substantial and direct influence on the development of prosocial tendencies among junior high school students. The results underscore the importance of strengthening peer-based support structures in promoting prosocial behavior during adolescence. Keywords: Values education, parental involvement, peer support, prosocial behavior, junior high school students, descriptive‑correlational, Philippines Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19762304 File-URL: https://vertexcorp.org/index.php/irmr/article/view/258 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/258/133 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:258 Template-Type: ReDIF-Article 1.0 Author-Name: Chiara Atregenio Author-Workplace-Name: Eastern Samar State University Guiuan Author-Name: Teresita Villa Lacaba Author-Workplace-Name: Eastern Samar State University Guiuan Title: The Relationship Between Financial Investment Orientation and Post-Work Life Security Publication-Status: Published Abstract: This study looked at how daily money habits connect to post-work life security. It focused on college instructors aged 50 to 65 across campuses of Eastern Samar State University. The researchers used a survey to collect information from all eligible teachers. They then analyzed the numbers to find patterns and relationships. The results showed that the teachers felt good about their money skills. They were most confident in controlling their spending and understanding financial ideas. They felt slightly less confident about managing their everyday income. Overall, they had built strong money habits. The study also found that teachers felt prepared for their post-work life and financial security. They felt equally prepared in budget planning, savings, and insurance. The main conclusion is that there is a strong link between how people handle money now and how ready they feel for their post-work life security. Good daily money habits lead to greater confidence in the future. The study suggests that teachers should keep learning about finance, especially managing daily income. School leaders should offer workshops on financial literacy and retirement planning. Future researchers could look at other factors, like health or family support, and study different groups of people. Keywords: Financial investment orientation; Post-work life security; Financial literacy; Retirement preparedness; Budget planning; Savings behavior Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19781807 File-URL: https://vertexcorp.org/index.php/irmr/article/view/243 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/243/134 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:243 Template-Type: ReDIF-Article 1.0 Author-Name: Nanette Avila Author-Workplace-Name: Department of Education Author-Name: Leodegario Jr. Jalos Author-Workplace-Name: Marinduque State University Title: Exploring Teacher Factors Influencing Academic Performance of Junior High School Learners in Third Congressional District of Quezon Publication-Status: Published Abstract: This study examined how teacher characteristics influence the academic performance of Junior High School learners in the Third Congressional District of Quezon, Philippines. Using a convergent parallel mixed-methods design aligned with Department of Education standards, quantitative data were collected from school heads and teachers, while selected teachers participated in qualitative interviews. Learner performance was measured using written examinations and final grades. Descriptive statistics, reliability testing, and multiple regression analysis were employed to examine the relationships among teacher competence, teaching methods and strategies, classroom management, teacher attitude, and student outcomes. Results revealed that teachers were generally moderately competent, with teaching strategies emerging as their strongest area, while classroom management and teacher attitude required improvement. Learners demonstrated satisfactory to very satisfactory performance overall. Regression analysis indicated that teacher-related factors significantly predicted student academic outcomes, exerting a stronger effect on overall grades than on written examinations. The findings highlight the critical role of teacher competence and professional disposition in shaping learner achievement. They suggest that while effective teaching strategies can support short-term performance, sustained improvement in academic outcomes depends on strengthening classroom management and fostering positive teacher attitudes. The study concludes that targeted professional development programs, mentoring initiatives, and continuous monitoring of teaching practices are essential to address these gaps. Furthermore, collaboration between school heads and teachers in designing learner-centered interventions can enhance both instructional delivery and classroom climate. By investing in teacher growth and well-being, schools can create a more supportive learning environment that promotes consistent academic success among Junior High School learners. Keywords: teacher competence; teaching methods; teaching strategies; classroom management; teacher attitude; academic performance; junior high school learners; third congressional district of quezon; Philippines; mixed-methods design; descriptive statistics; multiple regression analysis; professional development; learner-centered interventions; instructional delivery; classroom climate; student achievement Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19782416 File-URL: https://vertexcorp.org/index.php/irmr/article/view/213 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/213/135 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:213 Template-Type: ReDIF-Article 1.0 Author-Name: Laica S. Latagan Author-Workplace-Name: Department of Education Author-Name: Dr. Leodegario M. Jalos Jr. Author-Workplace-Name: Marinduque State University Title: Mga Salik sa Kasanayan sa Pagbasa sa Filipino ng mga Katutubong Mag-Aaral ng Mataas na Paaralan ng San Jose sa Bayan ng Catanauan, Quezon: Batayan Upang Makagawa ng Interbensyon Publication-Status: Published Abstract: Ang pag-aaral na ito ay naglalayong matukoy ang mga salik na nakaaapekto sa kasanayan sa pagbasa sa Filipino ng mga katutubong mag-aaral ng Mataas na Paaralan ng San Jose sa bayan ng Catanauan, Quezon, bilang batayan sa pagbuo ng interbensyong makatutulong sa pagpapabuti ng kanilang kakayahan sa pagbasa. Sinuri nito ang kasalukuyang antas ng kakayahan sa pagbasa batay sa persepsyon at komprehensyon, gayundin ang mga salik tulad ng wika at kultura, materyales at kagamitan, kondisyon ng kalusugan at pagkatuto, kakayahan ng guro, at teknolohiya. Gumamit ang mananaliksik ng pinagsamang kwantitatibo at kwalitatibong disenyo ng pananaliksik. Sa kwantitatibong bahagi, ginamit ang oral reading assessment batay sa pamantayan ng Phil-IRI upang masukat ang antas ng kakayahan sa pagbasa ng mga mag-aaral. Sa kwalitatibong bahagi naman, isinagawa ang panayam sa mga guro at magulang upang matukoy ang kanilang mga pananaw at karanasan kaugnay ng mga salik na nakaaapekto sa pagbasa. Ang mga nakalap na datos ay sinuri gamit ang bahagdan, karaniwang iskor, at tematikong pagsusuri. Batay sa resulta, lumitaw na sa aspeto ng persepsyon, karamihan sa mga mag-aaral ay nasa antas na walang gabay at instruksiyunal. Sa komprehensyon naman, mas marami ang nasa antas na instruksiyunal at prustrasyon, na nagpapakita ng mababa hanggang katamtamang antas ng pag-unawa sa binabasa. Natukoy rin na ang kakulangan sa lokal at biswal na babasahin ay nakaaapekto sa komprehensyon at motibasyon sa pagbabasa. Ang pagkapagod, gutom, at maingay na paligid ay nakababawas din sa konsentrasyon ng mga mag-aaral. Ipinakita rin na bagama’t hindi pangunahing hadlang ang kakayahan ng guro, mahalaga pa ring mapalawak ang mga estratehiya sa pagtuturo. Samantala, ang teknolohiya ay maaaring magsilbing epektibong pantulong sa pagkatuto. Sa kabuuan, iminungkahi ang pagpapatupad ng mga programang pampagbasa, pagbuo ng kontekstuwalisadong materyales, at mas aktibong pakikilahok ng paaralan, tahanan, at komunidad upang mapabuti ang kasanayan sa pagbasa ng mga mag-aaral. Keywords: Kasanayan sa pagbasa; katutubong mag-aaral; Filipino; Komprehensyon sa pagbasa; interbensyon; MTB-MLE; salik sa pagkatuto; kontekstuwalisado Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19782861 File-URL: https://vertexcorp.org/index.php/irmr/article/view/218 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/218/136 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:218 Template-Type: ReDIF-Article 1.0 Author-Name: Ma. Leah Tabile Author-Workplace-Name: Centro Escolar University, Makati City Author-Name: Eduard Riparip Author-Workplace-Name: Centro Escolar University Author-Name: Alnee Joy Azul Author-Workplace-Name: Centro Escolar University, Makati City Author-Name: Honey Liza Tamayo Author-Workplace-Name: Centro Escolar University, Makati City Author-Name: Sonia Janice Pilao Author-Workplace-Name: Centro Escolar University, Makati City Author-Name: Jean Marie Villanueva Author-Workplace-Name: Centro Escolar University, Makati City Title: Assessing the Leadership Behaviors of Selected Academic Managers during the Pandemic: Implications for Enhancing Leadership Practices Publication-Status: Published Abstract: The pandemic has forced educational institutions to transition to remote online learning, challenging academic leaders to face an unprecedented crisis while ensuring the continuity of quality education. This study explores the perceived leadership behaviors of academic managers at Centro Escolar University (CEU) during the COVID-19 pandemic and draws implications for enhancing leadership practices in times of crisis. Drawing on House’s path-goal theory, this research examines how different leadership behaviors—directive, participative, supportive, and achievement-oriented—are exhibited by CEU academic managers in response to the health crisis’ demands. The study’s findings indicate that while all four leadership behaviors were evident among the leaders, participative leadership was the most commonly practiced. This style involves democratic leadership such as consulting with subordinates, encouraging their input in decision-making processes, and fostering a collaborative environment. The challenges faced by these academic leaders, including balancing compassion with performance expectations, maintaining visibility and communication with top management, and managing stress and work-life balance, are highlighted as critical factors impacting their effectiveness during the crisis. The results suggest that successful academic leadership in times of crisis requires adaptability and a keen understanding of the situational demands. Leaders should be flexible in their approach, shifting their leadership styles as needed to meet the evolving needs of their teams and institutions. The study concludes by recommending that educational leaders be trained to recognize and adjust their leadership behaviors according to the specific challenges and opportunities presented by crises, thereby enhancing their ability to lead effectively and maintain educational standards even in the most challenging circumstances. Keywords: crisis leadership; academic leaders; leadership behaviors; COVID-19 pandemic Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19783246 File-URL: https://vertexcorp.org/index.php/irmr/article/view/247 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/247/137 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:247 Template-Type: ReDIF-Article 1.0 Author-Name: Noeme Garces-Pitchuela Author-Workplace-Name: Saint Joseph College Title: Fictive Narrativism and Multiperspectival Voice in Virginia Woolf’s A Haunted House: A Narratological Mapping of Speaker Ambiguity and Ghostly Focalization Publication-Status: Published Abstract: Virginia Woolf's short story "A Haunted House" (1921) is interpreted as a lyrical ghost story contemplating love, memory, and the endurance of the past; however, its arrangement of narrative voice and perspective has not been thoroughly analyzed within systematic narratological frameworks. This study examines narrative techniques of fictive narrativism through multiperspectival voice and ghostly focalization to blur distinctions between life and death, as well as between fact and fiction. By combining Genette's structural narratology with cognitive and unnatural narratology, the study uses a qualitative, text-based design that includes coding of narrative segments for voice type, focalizer, focalization, and ontological status. The analysis delineates four speaking positions: the living first-person narrator, the living couple's "we," the ghostly couple, and a blended or ambiguous "we." The intersection of these positions generates speaker ambiguity at thematic junctures. Internal focalization shifts between living, ghostly, and blended perceivers, with unclear parts coming together around the themes of "treasure," "safe," and shared emotional discovery. The alternation of natural and unnatural perspectives, facilitated by ambiguous segments, creates a “haunted” narrative texture in which readers navigate the boundary between realistic and spectral frames without achieving stabilization of their position. The research concludes that A Haunted House embodies haunting as a structural phenomenon in terms of voice and focalization, illustrating the efficacy of integrating structural, cognitive, and unnatural narratology for examining modernist fiction and supernatural literature, particularly in relation to ontological boundaries and interpretive instability. Keywords: virginia woolf, a haunted house, fictive narrativism, multiperspectival voice, ghostly focalization, narratology, ontological boundaries, modernist fiction, unnatural narratology, speaker ambiguity Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19785028 File-URL: https://vertexcorp.org/index.php/irmr/article/view/368 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/368/138 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:368 Template-Type: ReDIF-Article 1.0 Author-Name: Marien Coline Agot Author-Workplace-Name: Department of Education Title: Investigating the Role of Secondary Language Teachers in Promoting Autonomy in the English Language Classroom Publication-Status: Published Abstract: Learner autonomy has gained increasing prominence in contemporary English language education as schools shift toward learner-centered and lifelong learning orientations. In this context, teachers are expected to assume expanded roles that support students’ capacity to manage and direct their own learning. This study examined the role of secondary English language teachers in promoting learner autonomy, with particular focus on their functions as facilitators, counselors, resource providers, and classroom managers. A descriptive survey research design was employed to capture teachers’ classroom practices, perceived challenges, and suggested approaches related to autonomy-oriented instruction. Data were gathered through a researcher-adapted questionnaire based on Alonazi’s (2017) framework and administered to a purposive sample of ten English teachers, consisting of five Junior High School and five Senior High School teachers from a public secondary school in Bukidnon, Philippines. Descriptive statistical methods were used to analyze the responses. Findings revealed that teachers frequently engaged in practices supportive of learner autonomy across all four roles. Classroom management and counseling emerged as the most strongly performed functions, reflected in teachers’ consistent provision of clear task instructions, opportunities for student voice, study planning guidance, and supportive feedback. Despite these positive practices, teachers identified persistent challenges, including students limited autonomous learning skills, inadequate use of technology in instruction, and a lack of specialized training related to autonomy-supportive pedagogy. Teachers strongly agreed that continuous reflective practice, targeted professional development, and greater institutional flexibility are essential to strengthening learner autonomy. The study underscores the multifaceted role of secondary English language teachers in fostering learner autonomy and highlights the need for sustained professional and institutional support to ensure the effective development of autonomous learners in secondary education contexts. Keywords: Secondary Language Teachers; Learner autonomy; teacher roles; classroom management Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19785568 File-URL: https://vertexcorp.org/index.php/irmr/article/view/263 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/263/140 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:263 Template-Type: ReDIF-Article 1.0 Author-Name: Maribel S. Fideli Author-Workplace-Name: Department of Education Author-Name: Leodegario Jr. Jalos Author-Workplace-Name: Marinduque State University Title: Internal Efficiency Performance of Public Secondary Schools in the Division of Quezon: Basis for Intervention Program Publication-Status: Published Abstract: This study examined the internal efficiency performance of public secondary schools in the Division of Quezon as a basis for an intervention program. It focused on key indicators, including enrolment, promotion, graduation, survival, failure, repetition, and dropout rates among central and non-central schools over a five-year period. A quantitative descriptive research design was utilized, employing statistical tools such as frequency, percentage, and measures of central tendency. The respondents consisted of school heads and designated personnel from 6 central and 41 non-central public secondary schools selected through purposive sampling. Data were gathered through a researcher-made questionnaire-checklist and document analysis of school records, including Form 2 and the Learner Information System (LIS). The findings revealed that both central and non-central schools demonstrated generally high internal efficiency, particularly in promotion, survival, and graduation rates. However, none achieved the ideal 100 percent performance across all indicators. Central schools showed slightly higher and more stable performance, while non-central schools exhibited greater variability, especially in failure, repetition, and dropout rates. Statistical analysis showed no significant difference between the two groups in most indicators, except for graduation rate, where central schools performed significantly better. Problems affecting internal efficiency were seldom encountered but were more evident in non-central schools, particularly those related to poverty, health issues, and learner mobility. Schools addressed these challenges through strategies such as academic interventions, parental involvement, and community collaboration. The study concludes that while both school types perform satisfactorily, non-central schools require additional support. A structured intervention program focusing on learner support and stakeholder engagement is recommended to improve overall school efficiency. Keywords: internal efficiency, enrolment rate, promotion rate, graduation rate, survival rate, failure rate, repetition rate, dropout rate, coping strategies, central and non-central schools, public secondary schools, school performance, learner retention, academic support, parental involvement, community collaboration, Quezon Division. Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19785894 File-URL: https://vertexcorp.org/index.php/irmr/article/view/142 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/142/141 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:142 Template-Type: ReDIF-Article 1.0 Author-Name: George Temonio Author-Workplace-Name: Teofila C. Quibranza National High School Author-Name: Joel Aclao Author-Workplace-Name: Northwestern Mindanao State College of Science and Technology Title: Description of Student Supports and Environment: A Mixed Methods Study Publication-Status: Published Abstract: Understanding how senior high school students perceive their school environment is essential for strengthening student well-being and school outcomes. This mixed methods study employed an explanatory sequential design to examine students’ perceptions and experiences of teacher-student relationships, sense of belonging, and school safety in a public secondary school in Lanao del Norte, Philippines. In the quantitative phase, all 139 senior high school students were surveyed using a standardized student supports and environment questionnaire. Descriptive results showed moderate perceptions of teacher-student relationships and school safety, but a very low sense of belonging. Regression analysis further revealed that teacher-student relationships and school safety significantly predicted students’ sense of belonging, with teacher-student relationships emerging as the stronger unique predictor. In the qualitative phase, eight students participated in semi-structured interviews to explain the quantitative patterns in greater depth and context. Thematic analysis showed that students generally experienced teachers as supportive, approachable, patient, and understanding, yet these positive interactions were often insufficient to offset exclusionary peer dynamics and limited opportunities for meaningful participation. Students’ sense of belonging was strengthened by structured activities, teacher recognition, and inclusive peer relationships, but weakened by cliques and social exclusion. Perceived school safety was associated with the visible presence of authority figures and the consistent enforcement of rules, whereas overcrowding and inadequate supervision contributed to feelings of vulnerability. The findings indicate that improving students’ sense of belonging requires coordinated efforts that strengthen teacher-student relationships, promote inclusive peer engagement, and enhance safety conditions within the school environment. These results also emphasize the value of combining statistical trends with student narratives in understanding school climate. Keywords: school safety, senior high school, teacher-student relationships, sense of belonging, explanatory sequential design; school safety; senior high school; teacher-student relationships; sense of belonging; explanatory sequential design Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19787016 File-URL: https://vertexcorp.org/index.php/irmr/article/view/219 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/219/142 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:219 Template-Type: ReDIF-Article 1.0 Author-Name: Froilan Obel Author-Workplace-Name: Department of Education Author-Name: Gloria Ching Author-Workplace-Name: Eastern Quezon College, Inc. Title: Language Enhancement through Active Developmental Sessions (LEADS): A Teaching Strategy to Improve Mastery Level in Subject-Verb Agreement Rules of Grade 10 Learners at General Luna National High School Publication-Status: Published Abstract: The study aimed to determine the effectiveness of the Language Enhancement through Active Developmental Sessions (LEADS) a teaching strategy in improving mastery of subject-verb agreement rules. The researcher utilized a quantitative research approach with a quasi-experimental design. The study's respondents were 43 Grade 10 Learners from General Luna National High School, General Luna, Quezon. The researcher administered validated self-developed assessments and employed descriptive statistics, including mean, standard deviation, frequency, and percentage, as well as the T-test, to analyze the gathered data. The findings of the study revealed that the overall performance of the learners in the pretest was low, with a mean score of 11.12%. The result indicated that most grade 10 learners were underdeveloped in the mastery of subject-verb agreement rules. In contrast, the learners achieved the passing score in the posttest with a mean rating of 18.37%. It indicates that among 43 respondents, 95.4% demonstrated a high understanding of the rules of subject-verb agreement, indicating proficiency overall.  When the pretest and posttest scores were compared, the results revealed a significant difference in the mastery of subject-verb agreement rules among grade 10 learners when the LEADS teaching strategy is used. The p-value was 0.0001; it was less than 0.05, indicating significance. The result connotes that implementing the LEADS strategy increases learners’ grammatical awareness and improves grammatical competence, especially in mastering the rules of subject-verb agreement. Based on the findings of the study, an instructional material in the form of a module was proposed to maintain grammatical competence, specifically in the rules of subject-verb agreement. Keywords: LEADS, Subject-Verb Agreement Rules, Mastery level, Grammatical competence, MELCs, teaching strategy Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19789342 File-URL: https://vertexcorp.org/index.php/irmr/article/view/209 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/209/143 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:209 Template-Type: ReDIF-Article 1.0 Author-Name: Christian Atienza Author-Workplace-Name: Department of Education, Region IV-A CALABARZON, Division of Quezon Province Author-Name: Leodegario Jr. Jalos Author-Workplace-Name: Marinduque State University Title: The Nexus Between Teacher’s Workload Allocation and Students’ Learning Outcomes in the Implementation of DepEd Order No. 5, s. 2024 in Public Secondary Schools of Alabat Island, Division of Quezon Publication-Status: Published Abstract: This study investigated the nexus between teachers’ workload allocation and students’ learning outcomes in the implementation of DepEd Order No. 5, s. 2024 in public secondary schools on Alabat Island, Division of Quezon. Specifically, it examined workload allocation in terms of teaching load, class size, teacher ancillary tasks, teaching-related assignments, and non-teaching-related assignments. It also determined the level of students’ learning outcomes based on academic grades, examined the significant relationship between workload allocation and learning outcomes, and identified the challenges encountered by teachers and the strategies they applied. The study employed a quantitative correlational research design. Data were gathered from 131 teacher-respondents out of 248 teachers across eleven public secondary schools through a validated four-part questionnaire and document analysis of students’ first and second quarter academic grades. The data were analyzed using frequency, percentage, mean, standard deviation, and Pearson’s r. Findings revealed that teachers’ workload allocation was generally regulated but remained demanding, particularly in terms of class size and ancillary tasks, which were found to operate at the upper limits of the policy allowance. Students’ learning outcomes were generally described as Very Satisfactory. Notably, the results revealed no significant relationship between teachers’ workload allocation and students’ learning outcomes, indicating that the workload indicators examined did not directly predict students’ academic performance. Despite this, teachers encountered moderate challenges and applied adaptive strategies such as time management, collaboration, technology use, and boundary setting. The study concluded that while workload allocation did not significantly influence students’ learning outcomes, maintaining balanced workload policies remains essential to sustain instructional quality, strengthen teacher well-being, and support effective implementation of DepEd policies. Keywords: teacher’s workload allocation, students’ learning outcomes, DepEd Order No. 5 s. 2024, class size, teacher ancillary tasks, teaching-related assignments non-teaching related assignments, public secondary schools, Alabat Island Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19789719 File-URL: https://vertexcorp.org/index.php/irmr/article/view/211 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/211/144 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:211 Template-Type: ReDIF-Article 1.0 Author-Name: Jonathan Lee Author-Workplace-Name: Sulu State University Author-Name: Ricky Jr. Morales Author-Workplace-Name: Sulu State University Title: Assessing the Project-Based Learning Strategies in Learning Mathematics Among College Students at Mindanao State University-Sulu Publication-Status: Published Abstract: This study assessed the extent of Project-Based Learning (PBL) strategies in mathematics learning among college students at Mindanao State University–Sulu. A descriptive–correlational research design was used, comprising 100 purposively selected students from the College of Science and Mathematics. The study examined PBL strategies in terms of interest and motivation, collaboration and teamwork, confidence and participation, and academic engagement, while considering respondents' demographic profiles, including age, gender, year level, and course. The Findings revealed that most respondents were 20 years old and above, equally distributed by gender and year level, with the majority enrolled in BS Mathematics. Results showed that students agreed on the effective implementation of PBL strategies across all four dimensions. No significant differences were found when respondents were grouped according to age, gender, and course; however, significant differences emerged across year levels, indicating variations in students' experiences with PBL as they progressed academically. Moreover, significant positive correlations ranging from moderate to high were observed among the four PBL dimensions, suggesting that these components are interrelated and mutually reinforcing. The conclusions of this study suggest that school administrators of Mindanao State University–Sulu may support faculty development programs focused on strengthening PBL implementation. At the same time, mathematics teachers may further integrate project-based and collaborative activities to enhance engagement and confidence. Students may actively participate in project-based tasks to maximize learning benefits, and future researchers may explore longitudinal or experimental studies further to examine the impact of PBL on mathematics learning outcomes. Keywords: project-based learning strategies; learning mathematics; college students; interest; motivation; academic engagement Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19790053 File-URL: https://vertexcorp.org/index.php/irmr/article/view/256 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/256/145 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:256 Template-Type: ReDIF-Article 1.0 Author-Name: Cherrymae Campol Author-Workplace-Name: Valencia Colleges (Bukidnon), Inc. Author-Name: Aaron Apuya Author-Workplace-Name: Valencia Colleges (Bukidnon), Inc. Author-Name: Ely Jay Pasco Author-Workplace-Name: Valencia Colleges (Bukidnon), Inc. Title: A Correlational Study of Social Emotional Learning, Inclusive Practices, and Culturally Responsive Teaching Publication-Status: Published Abstract: This study investigates the complex relationships between Social-Emotional Learning (SEL), inclusive practices, and culturally responsive teaching within a localized educational framework. Employing a quantitative correlational research design, the study surveyed a total of 138 Junior High School students at Valencia Colleges (Bukidnon), Inc. through a total enumeration sampling method. Data collection was executed using validated structured questionnaires, while the resulting data underwent rigorous statistical analysis involving weighted mean, Pearson Product-Moment Correlation, and multiple linear regression models. The findings revealed that the implementation of Social-Emotional Learning is generally perceived as moderate, with relationship skills emerging as the highest-scoring core competency among the five domains. Conversely, the results indicated that inclusive practices—particularly the dimensions of differentiated instruction and equity of participation—are already being observed to a high extent within the institution. Statistical evidence confirmed significant positive correlations between Social-Emotional Learning, inclusive practices, and the efficacy of culturally responsive teaching. The study concludes that while inclusivity and cultural responsiveness are firmly established in the current pedagogical landscape, the integration of SEL core competencies requires more intensive strengthening to ensure holistic student development and emotional resilience. Based on these outcomes, it is strongly recommended that school administrators and educators prioritize specialized professional development programs and curriculum enhancements that intentionally bridge SEL frameworks with culturally responsive strategies. Furthermore, the study emphasizes that continuous monitoring and strategic resource allocation are vital for sustained institutional impact. Future research should consider longitudinal or intervention-based models to further validate these findings across more diverse educational contexts and larger demographic scales. Keywords: Social-Emotional Learning, inclusive practices, culturally responsive teaching, classroom inclusivity, learner-centered education, educational equity. Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19790252 File-URL: https://vertexcorp.org/index.php/irmr/article/view/360 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/360/146 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:360 Template-Type: ReDIF-Article 1.0 Author-Name: Ruben Josol Author-Workplace-Name: Mapúa University Title: Future Orientation and Learning Motivation as Predictors of Career Transition Intentions among Overseas Filipino Workers in Saudi Arabia Publication-Status: Published Abstract: This study investigates the predictive roles of future orientation and learning motivation on career transition intentions among Overseas Filipino Workers in Saudi Arabia. OFWs often face shifting labor conditions and uncertain long-term career pathways, making psychological factors important in understanding their career planning and mobility decisions. These challenges highlight the need to examine internal drivers that influence how migrant workers respond to changing work environments and evolving economic demands as the dynamic nature of overseas employment requires workers to continuously reassess their goals and adapt to new opportunities and constraints. A quantitative, cross-sectional design was used, with survey data collected from OFWs across selected occupational sectors. Standardized measures assessed future orientation, learning motivation, and career transition intentions. Data were analyzed using descriptive statistics, correlation analysis, and multiple regression to determine predictive relationships among variables. Results show that both future orientation and learning motivation significantly predict career transition intentions. Learning motivation was the stronger predictor, suggesting that OFWs who actively seek new knowledge and skills are more likely to consider changing careers or exploring new job opportunities. This emphasizes to the importance of continuous skill development in helping workers adapt to uncertain and changing work conditions. Future orientation also had a positive effect, indicating that OFWs with clearer long-term goals are more likely to plan and consider career transitions. Overall, the findings highlight that both planning for the future and ongoing learning play key roles in shaping career decisions. The study suggests that improving access to upskilling and career development programs can help OFWs make more informed and flexible career choices, leading to better long-term employment outcomes and stability. Keywords: Career Adaptability, Career Transition Intentions, Future Orientation, Learning Motivation, Migrant Workers, Occupational Change, Overseas Filipino Workers, Saudi Arabia, Workforce Mobility, Lifelong Learning Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19843288 File-URL: https://vertexcorp.org/index.php/irmr/article/view/280 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/280/147 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:280 Template-Type: ReDIF-Article 1.0 Author-Name: Gerome Rogel Author-Workplace-Name: Solano High School & Ifugao State University Author-Name: Michele Dulay Author-Workplace-Name: Ifugao State University Title: Creating Inclusive Learning Environments for Indigenous Learners: Challenges and Best Practices and a Total Quality Management Approach Publication-Status: Published Abstract: This study examines inclusive learning at Solano High School using a descriptive-correlational research design. It explores how systemic factors—cultural sensitivity, communication, and resource allocation—relate to the school’s inclusive climate, based on survey data from 52 students, 51 teachers, and 5 administrators. Findings show strong institutional commitment and a physically safe environment. However, significant challenges remain. Teachers identified inadequate culturally integrated instructional materials as a major concern. Communication barriers were also evident, particularly the absence of Mother Tongue-Based instruction and instances of peer ridicule toward indigenous accents. Pearson r analysis revealed a strong negative correlation between communication and resource issues and teachers’ perceptions of inclusiveness, indicating that these barriers directly reduce the sense of inclusion. Conversely, practices such as localized instruction and cultural festivals were positively correlated with inclusiveness, highlighting their role in fostering belongingness. The study concludes that while the school ensures respect and safety, true inclusivity is hindered by gaps in pedagogical resources and socio-cultural practices. To address these, it recommends establishing a cultural safety protocol, forming a Community-Elder Consultative Board, and developing a contextualized instructional resource bank. These interventions should be integrated into a Total Quality Management (TQM) framework, treating inclusivity as a system-wide quality objective. By applying TQM principles—customer focus, continuous improvement, employee involvement, and process orientation—the school can sustainably enhance inclusivity and better support indigenous learners academically and socially. Keywords: Indigenous Education; Inclusive Learning Environment; Cultural Sensitivity; Resource Allocation; Inclusion Roadmap Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19851979 File-URL: https://vertexcorp.org/index.php/irmr/article/view/206 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/206/148 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:206 Template-Type: ReDIF-Article 1.0 Author-Name: May Kirtug Author-Workplace-Name: Ifugao State University Title: Governance Competence of Indigenous Representatives in Local Governance: Evidence from a Philippine Municipality Publication-Status: Published Abstract: The inclusion of Indigenous representatives in Philippine local governance aims to promote participatory and culturally responsive decision-making; however, empirical evidence on their governance competence remains limited, particularly in rural and decentralized governance contexts. This study assesses the governance competence of Indigenous Peoples’ Mandatory Representatives (IPMRs) in a fourth-class municipality in Ifugao, Philippines, focusing on knowledge, skills, and functional capabilities, as well as the challenges affecting their performance and differences across demographic variables. Using a descriptive research design and total enumeration (n = 18), data were collected through a validated survey instrument and analyzed using descriptive statistics and nonparametric tests. Findings reveal a very high level of governance competence (M = 3.39), with skills (M = 3.42) and functional capabilities (M = 3.43) slightly exceeding knowledge (M = 3.33), indicating a practice-oriented pattern of competence. Perceived challenges were generally low (M = 2.10), with moderate constraints observed only in resource-related and inter-organizational aspects. No significant differences were found across most demographic variables, except for training exposure, which significantly influenced the skills domain (p = .006). These results suggest that governance competence is shaped more by experiential engagement and training than by demographic characteristics. The study contributes to the literature on Indigenous and decentralized governance by shifting the focus from formal representation to functional governance capacity. It demonstrates that competence among Indigenous representatives is primarily practice-based and more strongly shaped by training exposure than by demographic characteristics, while institutional, resource-related, and operational challenges operate as manageable constraints rather than significant barriers to governance performance. These findings offer practical guidance for strengthening capacity-building strategies in Indigenous and decentralized local governance settings. Keywords: Indigenous representation, local political participation, capacity development, local governance Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19852903 File-URL: https://vertexcorp.org/index.php/irmr/article/view/276 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/276/149 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:276 Template-Type: ReDIF-Article 1.0 Author-Name: Bernadette Reyes Author-Workplace-Name: University of Perpetual Help System-Laguna Author-Name: Lourdes Jusay Author-Workplace-Name: University of Perpetual Help System-Laguna Title: Digital Literacy, Self-Efficacy, And Psychological Well-Being Among Selected Junior High School Students in Lemery, Batangas Publication-Status: Published Abstract: This study explored the relationship among digital literacy, self-efficacy, and psychological well-being of junior high school students in Lemery, Batangas using a descriptive-correlational design. Data were gathered through structured questionnaires and analyzed using mean scores and Pearson product-moment correlation. Results revealed that students demonstrated high levels of digital literacy, particularly in ethical and responsible digital use, online safety, and information evaluation. Respondents also reported generally strong self-efficacy across academic, social, and emotional domains, reflecting confidence in managing tasks, interactions, and emotional regulation. In contrast, psychological well-being was moderate, with students experiencing noticeable levels of anxiety, depression, and stress. Correlation analysis indicated significant positive associations between digital literacy and self-efficacy, suggesting that stronger digital competencies are linked to higher confidence. Certain aspects of digital literacy, such as ethical use and information evaluation, showed low but significant negative correlations with psychological well-being. Similarly, self-efficacy demonstrated consistent negative relationships with psychological well-being, with emotional self-efficacy exerting the strongest influence. These findings highlight the dual role of digital literacy and self-efficacy: while they enhance confidence and competence, they also reveal complex interactions with students’ mental health. Based on these results, the study proposed an intervention plan, Project L.I.F.E., designed to enhance digital competence, strengthen self-efficacy, and promote holistic well-being among adolescents. The study underscores the importance of integrating digital literacy and self-efficacy development into educational programs to support both academic success and psychological resilience in the digital age. Keywords: digital literacy, self-efficacy, academic performance, psychological well-being, adolescents, Filipino youth, online learning effectiveness, digital citizenship Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19855520 File-URL: https://vertexcorp.org/index.php/irmr/article/view/386 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/386/154 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:386 Template-Type: ReDIF-Article 1.0 Author-Name: Abnir Arilin Author-Workplace-Name: Universidad de Zamboanga Author-Name: Alprince King Biri Author-Workplace-Name: Ateneo de Zamboanga University Author-Name: Mohammad Al-yazeed Sahipa Author-Workplace-Name: Sulu State University Author-Name: Mohammad Wahid Author-Name: Fhadzmar Dammang Author-Name: Alsalliazar Isirani Author-Name: Gisel Andutan Author-Name: Abdel Mushab H. Sabtula Title: Between Faith and Fitness: Understanding the Reluctance of Female Muslim Students toward Physical Education Performance Publication-Status: Published Abstract: This study explored the factors influencing the reluctance of female Muslim students to actively participate in physical education (PE) activities and examined how cultural, religious, and personal beliefs shape their comfort levels, perceptions, and participation. Guided by a descriptive qualitative research design, the study involved twenty (20) Muslim female students from selected secondary schools in Zamboanga and Tawi-Tawi cities who participated in semi-structured interviews. Data were analyzed using thematic analysis to identify recurring patterns and insights related to participation barriers. Findings revealed that modesty-related concerns, particularly regarding PE uniforms and changing facilities, were major sources of discomfort and hesitation. Participants expressed unease in wearing standard PE attire that conflicted with their religious beliefs. Mixed-gender settings and the lack of female instructors further reduced students’ willingness to actively engage in physical activities. In addition, inflexible school policies, including strict uniform requirements and the absence of accommodations during fasting periods, reinforced students’ feelings of exclusion and internal conflict. These factors collectively influenced students’ selective participation and reduced engagement in PE classes. The study concluded that the reluctance of Muslim female students does not stem from a lack of interest in physical activity, but rather from institutional and cultural misalignments that fail to consider their faith-based needs. The findings emphasize the importance of developing culturally responsive and inclusive PE programs that incorporate modest uniform options, gender-sensitive instruction, and appropriate religious accommodations. This study provides valuable insights for educators, school administrators, and policymakers aiming to promote equitable, respectful, and empowering participation in physical education. Keywords: Muslim students; physical education; reluctance; cultural inclusion; modesty; gender sensitivity; faith; fitness Journal: The International Review of Multidisciplinary Research Pages: 576-586 Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19886569 File-URL: https://vertexcorp.org/index.php/irmr/article/view/397 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/397/155 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:397 Template-Type: ReDIF-Article 1.0 Author-Name: Abnir Arilin Author-Workplace-Name: Universidad de Zamboanga Author-Name: Alprince King Biri Author-Workplace-Name: Ateneo de Zamboanga University Author-Name: Nicole Christianne Vidal Author-Workplace-Name: Western Mindanao State University Author-Name: Nurhaliza Nayic Author-Workplace-Name: Carl Balita Review Center Author-Name: Nicholson Asmad Author-Workplace-Name: Sulu State University Author-Name: Lizzyl Rose Bandoquillo Author-Workplace-Name: Western Mindanao State University Title: Breaking the Stigma: Exploring Confidence and Empowerment among Female Muslim Students in Physical Education Performance Publication-Status: Published Abstract: This study explored how female Muslim students develop confidence and empowerment while navigating cultural and religious expectations in physical education (PE). Using a descriptive qualitative design, twelve (12) female Muslim senior high school students from Zamboanga City were interviewed through semi-structured conversations. The study examined how faith, cultural identity, and personal experiences shape participation in PE and influence students’ sense of self within public physical spaces. Thematic analysis revealed that empowerment develops through multiple interconnected processes. First, students redefined self-worth through achievement and recognition, which strengthened confidence and challenged internalized stereotypes. Second, faith functioned both as a source of motivation and a framework for coping, enabling students to integrate religious identity with physical participation. Third, supportive relationships and inclusive environments—such as teacher accommodation, peer encouragement, and modesty-sensitive practices—facilitated sustained engagement. At the same time, participation remained conditional, as institutional constraints and social expectations could limit involvement despite strong personal motivation. These findings indicate that empowerment among Muslim female students is not solely physical but is deeply shaped by identity, faith, and social context. The study contributes to existing literature by highlighting how students actively negotiate and construct empowerment rather than merely experiencing barriers. It recommends that schools adopt culturally responsive practices, including flexible attire policies, gender-sensitive instruction, and inclusive learning environments, to support meaningful and equitable participation in physical education. Keywords: Muslim Female Students; physical education; empowerment; confidence; faith integration; cultural identity; inclusive education Journal: The International Review of Multidisciplinary Research Pages: 587-596 Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19887568 File-URL: https://vertexcorp.org/index.php/irmr/article/view/306 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/306/156 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:306 Template-Type: ReDIF-Article 1.0 Author-Name: Abnir Arilin Author-Workplace-Name: Universidad de Zamboanga Title: Work and Study in Balance: Comparing Academic Performance Among Physical Education Students Publication-Status: Published Abstract: This study examined the academic performance of working and non-working students in the College of Sports Science and Physical Education at Western Mindanao State University. Specifically, it aimed to determine the level of academic performance of students and to assess whether employment status significantly influenced their academic outcomes. A quantitative descriptive-comparative research design was employed, involving 150 students selected through stratified random sampling, with equal representation of working and non-working students. Data were collected using a structured survey and students’ general weighted averages (GWA), and were analyzed using descriptive statistics and an independent samples t-test. The findings revealed that both working and non-working students demonstrated a very satisfactory level of academic performance. Statistical analysis indicated no significant difference in academic performance between the two groups. These results suggested that employment status did not significantly affect students’ academic outcomes within the context of the study. The study concluded that students were able to manage academic and work-related responsibilities effectively, resulting in comparable academic performance. It highlights the need to consider broader factors influencing academic success beyond employment status and underscores the importance of institutional support in promoting student achievement and long-term academic resilience. These findings support policies that enhance student support. Keywords: academic performance; working students; non-working students; physical education Journal: The International Review of Multidisciplinary Research Pages: 597-603 Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19888189 File-URL: https://vertexcorp.org/index.php/irmr/article/view/311 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/311/157 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:311 Template-Type: ReDIF-Article 1.0 Author-Name: Alprince King Biri Author-Workplace-Name: Stratworks Research Inc. Author-Name: Fatnadia Shellhata Asmawil Author-Workplace-Name: Western Mindanao State University Author-Name: Shirley Barrera Author-Workplace-Name: Department of Education Author-Name: Angelica Landero Author-Workplace-Name: Ateneo de Zamboanga University Author-Name: Abnir Arilin Author-Workplace-Name: Universidad de Zamboanga Title: Teaching Literature in the Face of Artificial Intelligence in Education: Challenges and Coping Strategies of English Teachers Publication-Status: Published Abstract: This study explored the experiences of English teachers in teaching literature in the context of artificial intelligence (AI) in education, with particular focus on the challenges they encountered, the coping strategies they employed, and how they navigated AI integration while preserving traditional pedagogical practices. Anchored in Reader-Response Theory, Technological Pedagogical Content Knowledge (TPACK), and Technostress Theory, the study utilized a descriptive qualitative research design. Fifteen higher education English instructors from selected institutions in Zamboanga City were purposively selected as participants. Data were collected through a validated semi-structured interview guide and analyzed using thematic analysis. The findings revealed several interconnected challenges, including diminished student engagement in deep literary interpretation, overreliance on AI-generated outputs, difficulties in ensuring academic integrity, limited teacher preparedness in AI use, and challenges in adapting instructional strategies within evolving technological environments. In response, teachers employed various coping strategies such as reinforcing critical thinking through guided discussion, modifying assessment practices to ensure authenticity, establishing clear guidelines on AI use, integrating AI as a supplementary tool, and engaging in self-directed learning to improve AI literacy. Teachers also navigated AI integration by balancing technological tools with discussion-based instruction, emphasizing human interpretation, and redesigning learning activities that promote critical engagement. The study concludes that AI significantly reshapes literature teaching, requiring teachers to continuously adapt while preserving the interpretive and humanistic nature of the subject. These findings provide valuable insights for improving instructional practices, strengthening teacher training, and informing institutional policies in AI-mediated learning environments. Keywords: Artificial Intelligence; , Literature Teaching; , Pedagogical Challenges; Coping Strategies; AI in Education Journal: The International Review of Multidisciplinary Research Pages: 604-615 Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19890103 File-URL: https://vertexcorp.org/index.php/irmr/article/view/278 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/278/158 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:278 Template-Type: ReDIF-Article 1.0 Author-Name: Nurhaliza Nayic Author-Workplace-Name: Carl Balita Review Center Author-Name: Abnir Arilin Author-Workplace-Name: Universidad de Zamboanga Author-Name: Alprince King Biri Author-Workplace-Name: ATENEO DE ZAMBOANGA UNIVERSITY Title: Philippine English: A Quantitative Study on Undergraduate Language Students’ Attitude from a Non-Metropolitan Teacher Higher Education Institution Publication-Status: Published Abstract: This study examined the attitudes of undergraduate language students toward Philippine English (PhE) in a non-metropolitan teacher education institution. Specifically, it explored students’ attitudes across four dimensions—experiences, observations, perspectives, and future recommendations—and assessed their acceptance of selected PhE grammatical and lexical features. A quantitative descriptive survey design was employed, involving 52 Bachelor of Secondary Education major in English students selected through convenience sampling. Data were collected using a structured questionnaire with a 4-point Likert scale and analyzed using weighted mean and standard deviation. The findings revealed that students generally hold favorable attitudes toward Philippine English. Respondents reported regular use of PhE in both academic and everyday contexts and perceived it as widely used within their environment. Students strongly recognized PhE as a legitimate variety of English and associated it with Filipino identity, while also expressing comfort in its use and interest in its inclusion in formal instruction. However, a relatively moderate level of agreement was observed regarding its broader application beyond local or educational contexts. In terms of linguistic features, most PhE grammatical and lexical items were accepted, although respondents demonstrated selectivity by showing lower agreement toward less conventional or highly informal forms. These results suggest that Philippine English is both functionally embedded and socially valued among future educators, while still subject to considerations of appropriateness and context. The study highlights the importance of addressing localized language varieties in teacher education and provides insights into how language attitudes may influence future instructional practices. Keywords: Philippine English; language attitudes; Filipino undergraduate students; teacher education institution Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19892237 File-URL: https://vertexcorp.org/index.php/irmr/article/view/315 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/315/159 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:315 Template-Type: ReDIF-Article 1.0 Author-Name: Alprince King Biri Author-Workplace-Name: Stratworks Research Inc. Author-Name: Abnir Arilin Author-Workplace-Name: Universidad de Zamboanga Author-Name: Kadija Akbar Author-Workplace-Name: Ferndale Colleges Inc. Author-Name: Rujum Salli Author-Workplace-Name: Zamboanga State College Marine Science Technology Title: Rethinking Academic Success: Study Habits and Academic Performance Among Working and Non-Working PE Students Publication-Status: Published Abstract: This study examined the study habits and academic performance of working and non-working college students in Zamboanga City during the School Year 2025–2026. Specifically, it investigated six dimensions of study habits: time management, study environment, note-taking, learning strategies, use of learning resources, and motivation/self-regulation, and analyzed their relationship with academic performance measured through General Weighted Average (GWA). A quantitative descriptive-correlational research design was employed, involving 200 respondents (100 working and 100 non-working students) selected through purposive sampling. Data were collected using a structured questionnaire and analyzed using weighted mean, standard deviation, independent samples t-test, and Pearson correlation coefficient. Findings revealed that both working and non-working students demonstrated a moderate level of study habits, with working students showing slightly higher levels, particularly in time management and self-regulation. In terms of academic performance, working students achieved a Very Satisfactory rating, while non-working students obtained a Satisfactory rating. Despite these differences, results indicated no statistically significant relationship between study habits and academic performance for both groups. These findings suggest that study habits alone may not directly predict academic performance, and that other factors—such as motivation, self-regulation, and contextual conditions—may play a more influential role in shaping academic outcomes. The study highlights the importance of focusing on the quality and effectiveness of learning strategies rather than merely their frequency. The results provide valuable insights for educational institutions in designing targeted interventions and support systems for diverse student populations balancing academic and external responsibilities. Keywords: academic performance; study habits; working students; self-regulation; time management; higher education; physical education Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19893832 File-URL: https://vertexcorp.org/index.php/irmr/article/view/320 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/320/160 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:320 Template-Type: ReDIF-Article 1.0 Author-Name: Wilfredo Jr. Gagarin Author-Workplace-Name: Northeastern College Title: Results-Based Performance Management system (RPMS) - Philippine Professional Standards for Teachers (PPST) Implementation, School Leadership and Teacher’s Performance Towards a School Human Resource Proposed Development Plan Publication-Status: Published Abstract: Performance management systems are important for boosting the efficiency of organizations, especially in education, where the quality of teaching directly impacts student performance. This study took a close look at how the Results-Based Performance Management System–Philippine Professional Standards for Teachers (RPMS–PPST) is being put into practice and how it connects to school leadership and teacher performance in the Division of Schools of Las Piñas City. We used a quantitative descriptive-correlational research design and included 135 Master Teachers, chosen through total enumeration sampling. To gather data, we used a structured questionnaire that evaluated RPMS–PPST implementation through classroom observation tools, portfolio assessment, coaching and mentoring, and performance feedback, along with school leadership practices in instructional efficiency and financial stewardship. Teacher performance was assessed using the Individual Performance Commitment and Review Form (IPCRF). We analyzed the data using statistical tools such as the weighted mean and Pearson product-moment correlation coefficient. The findings showed that RPMS–PPST implementation was extensive, with coaching and mentoring receiving the highest ratings among the four components. School leadership practices were considered highly effective, particularly in terms of instructional efficiency. Most teachers were rated as highly proficient. Additionally, there were significant positive relationships between RPMS and PPST implementation and teacher performance (r = 0.62), school leadership and teacher performance (r = 0.55), and RPMS–PPST implementation and school leadership (r = 0.68). These results suggest that effectively implementing the RPMS–PPST and having strong school leadership are linked to better teaching performance. The study underscores the importance of enhancing performance management systems and leadership practices to improve educational outcomes and recommends the development of a data-driven human resource development plan. Keywords: Results-Based Performance Management System (RPMS); Philippine Professional Standards for Teachers (PPST),; school leadership; teacher performance; performance appraisal, educational management Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19894314 File-URL: https://vertexcorp.org/index.php/irmr/article/view/282 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/282/161 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:282 Template-Type: ReDIF-Article 1.0 Author-Name: Barry Cantelero Author-Workplace-Name: West Visayas State University – Calinog Campus Author-Name: Ghen Dhel Mae Canja Author-Workplace-Name: West Visayas State University – Calinog Campus Author-Name: Gezel Zaragoza Author-Workplace-Name: West Visayas State University – Calinog Campus Author-Name: Liela Buenviaje Author-Workplace-Name: West Visayas State University – Calinog Campus Title: Effect of Digital Storytelling on Listening Comprehension Among Pre-Service English Teachers Publication-Status: Published Abstract: Listening comprehension is a cognitively demanding component of second language acquisition. Yet, it remains underdeveloped in many English as a foreign language classrooms that rely on text-based, teacher-centered instruction. Despite the increasing integration of multimedia in language teaching, there is limited rigorous empirical evidence on how digital storytelling specifically enhances learners’ auditory processing and comprehension in tertiary contexts. This study examined the effect of digital storytelling on the listening comprehension performance of tertiary-level English majors. The study employed a quasi-experimental one-group pretest–posttest design with 30 second-year English majors. It utilized validated listening assessments administered before and after structured exposure to segmented digital storytelling materials integrating audio narration, visuals, and guided comprehension tasks. Data were analyzed using mean scores and a paired-samples t-test to determine statistical significance. Listening comprehension scores increased substantially from a pretest mean of 35.50 to a posttest mean of 51.00, reflecting a gain of 15.50 points and a statistically significant improvement. This trend indicates a strong positive effect of the intervention on learners’ performance. These findings demonstrate that digital storytelling effectively enhances listening comprehension by integrating auditory and visual input that supports meaning-making processes and reduces cognitive load. The results support its application as an instructional strategy in language teaching. However, the lack of a comparison group and the small sample size limit generalizability and highlight the need for further validation in more diverse and controlled research settings. Keywords: multimedia-assisted language learning, listening comprehension skills, second language acquisition, quasi-experimental design, audio-visual instruction, digital storytelling approach, English language teaching Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19941926 File-URL: https://vertexcorp.org/index.php/irmr/article/view/271 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/271/162 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:271 Template-Type: ReDIF-Article 1.0 Author-Name: Benjamar Abdulmajid Author-Workplace-Name: Sulu State University Author-Name: Mailen Antao Author-Workplace-Name: Sulu State University Title: Analyzing the Effects of Modern Distractions on Learning Mathematics Among Junior High School Students at MSU–Sulu Laboratory High School Publication-Status: Published Abstract: This study examined the level of effects of modern distractions on learning Mathematics among junior high school students at Mindanao State University–Sulu Laboratory High School, focusing on critical thinking, problem-solving skills, and working memory capacity. Using a descriptive–correlational research design, data were collected from 120 students across Grades 7 to 10 through a validated survey questionnaire. Statistical tools such as descriptive statistics, t-tests, analysis of variance (ANOVA), and Pearson correlation were used for data analysis. Results revealed that modern distractions have a neutral and varied influence on students’ Mathematics learning, as reflected by “Undecided” overall mean ratings across the three cognitive domains. Findings further indicated that students’ perceptions of modern distractions do not significantly differ when grouped according to gender, age, parents’ educational attainment, and parents’ monthly income; however, significant differences were observed when grouped by grade level, suggesting the role of academic maturity. Correlational analysis showed strong to very high positive relationships among critical thinking, problem-solving skills, and working memory capacity, confirming that these cognitive processes are closely interconnected. Based on the findings, the study recommends that school administrators and teachers may implement instructional strategies that strengthen students’ attention control and higher-order thinking skills, parents provide supportive and distraction-minimized learning environments, and students develop self-regulation skills in managing distractions. Future research may further explore intervention strategies to reduce the impact of modern distractions on Mathematics learning. Keywords: modern distractions; learning mathematics; junior high school; critical thinking; problem-solving skills; working memory capacity Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19943081 File-URL: https://vertexcorp.org/index.php/irmr/article/view/255 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/255/163 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:255 Template-Type: ReDIF-Article 1.0 Author-Name: Glorizol Salolog Author-Workplace-Name: Department of Education Title: The Heutagogy and Its Effect on Learners Critical Thinking Skills Publication-Status: Published Abstract: This study aimed to determine the level of heutagogy practice and its effect on learners’ critical thinking skills. Specifically, it examined the implementation of heutagogical approaches among teachers and their relationship with learners’ critical thinking abilities. The study employed a descriptive–correlational research design, which is appropriate for assessing both the level of heutagogy practice and its relationship with learners’ critical thinking skills. Data were collected through structured questionnaires administered to teacher respondents. The results revealed that the respondents were predominantly aged 31–40 years (42.0%) and largely female (72.0%), indicating a middle-aged and female-majority sample. In terms of teaching experience, most participants had 1-20 years of service, with 31.2% having 1–10 years and 28.0% having 11–20 years, reflecting a balance of early- and mid-career educators. Regarding professional development, nearly half of the respondents attended district-level trainings (46.5%), while participation in school-based, national, and international trainings was comparatively lower. This finding suggests that teachers’ professional growth mainly occurs through locally accessible programs. Furthermore, the level of heutagogy practice in terms of learner autonomy and collaborative learning was interpreted as very high. Meanwhile, the effect on learners’ critical thinking skills was high in analysis and moderate in evaluation. The findings also revealed no significant relationship between respondents’ demographic profile and either heutagogy practice or learners’ critical thinking skills. Similarly, no significant relationship was found between heutagogy practice and learners’ critical thinking skills. These findings suggest that schools may expand professional development opportunities beyond the district level and encourage teachers to integrate explicit critical thinking instruction alongside heutagogical strategies to strengthen learners’ higher-order thinking skills further. Keywords: heutagogy practice, learner autonomy, collaborative learning, critical, analysis, evaluation Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19943561 File-URL: https://vertexcorp.org/index.php/irmr/article/view/185 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/185/164 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:185 Template-Type: ReDIF-Article 1.0 Author-Name: Mark Galdo Author-Workplace-Name: Southern Leyte State University - Tomas Oppus Author-Name: Ma. Jovillea Palanca Author-Workplace-Name: Southern Leyte State University - Tomas Oppus Title: Career Identity Formation of Filipino Teaching Interns thru Internationalization: Consensual Qualitative Research Publication-Status: Published Abstract: This study explored how teaching internship experiences influence the formation of career identity among pre-service teachers who participated in an international internship program at Tra Vinh University, Vietnam, under the Student Internship Abroad Program (SIAP) of Southern Leyte State University. Guided by Consensual Qualitative Research (CQR), the study gathered data from selected teaching interns through semi-structured interviews and analyzed recurring patterns of their lived experiences. Findings revealed five interrelated themes: (1) adaptation to linguistic and cultural differences as a foundation of professional growth, (2) confidence and career commitment through experiential validation, (3) navigating threats and opportunities for personal safety and responsibility, (4) cross-cultural understanding and emotional resilience in professional identity formation, and (5) personal, social, and systemic factors influencing transformative learning. The results highlighted that international teaching internships serve as a transformative space for the development of career identity, fostering adaptability, self-efficacy, and intercultural competence aligned with the Philippine Professional Standards for Teachers (PPST). The study underscores the significance of internationalization as a catalyst for shaping globally responsive and reflective Filipino educators. Keywords: career identity; teaching internship; internationalization; intercultural competence; pre-service teachers Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 4 Year: 2026 Month: April DOI: 10.5281/zenodo.19944196 File-URL: https://vertexcorp.org/index.php/irmr/article/view/259 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/259/165 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:4:id:259