Template-Type: ReDIF-Article 1.0 Author-Name: Firlyn Amora Author-Workplace-Name: Bohol Island State University Author-Name: Jesner Rose Peligro Author-Workplace-Name: Bohol Island State University Author-Name: Jenny Bayron Author-Workplace-Name: Bohol Island State University Author-Name: Melissa Amoto Author-Workplace-Name: Bohol Island State University Author-Name: Weena Mae Ampo Author-Workplace-Name: Bohol Island State University Title: The Impact of Digitalization in Teaching Reading Publication-Status: Published Abstract: Digitalization has significantly transformed literacy instruction, reshaping how reading is taught and learned in contemporary classrooms. This study examined the impact of digitalization in teaching reading among teachers of Saint Joseph Academy of Candijay, Bohol, Inc., focusing on access to digital tools, teacher competence, perceived effects on students’ reading skills, and challenges encountered. A convergent parallel mixed-methods research design was employed involving 31 teacher-respondents selected through purposive sampling. Quantitative and qualitative data were collected and analyzed separately and later integrated. The quantitative component utilized a descriptive-correlational approach with data analyzed using frequency, percentage, mean, standard deviation, and correlational analysis, while qualitative data were gathered through open-ended responses. Findings revealed that teachers demonstrate a high level of access to and use of digital tools and strong competence in integrating technology into reading instruction. Digitalization positively influenced students’ reading comprehension, vocabulary development, and engagement, resulting in more interactive and learner-centered activities. However, challenges such as limited access to digital devices, unstable internet connectivity, student distractions, and insufficient training were identified. The study concludes that digitalization enhances reading instruction when supported by adequate infrastructure, continuous professional development, and effective classroom management, highlighting the need for balanced integration of digital and traditional approaches. Keywords: digitalization; literacy instruction; reading pedagogy; teacher competence; technology integration Journal: The International Review of Multidisciplinary Research Pages: 698-712 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20237729 File-URL: https://vertexcorp.org/index.php/irmr/article/view/293 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/293/257 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:293 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Janw Salado Author-Workplace-Name: Surigao del Norte State University Author-Name: Kristopher Ngilangil Author-Workplace-Name: Surigao del Norte State University Title: Opportunities and struggles beyond borders: A phenomenological inquiry into Filipino teachers’ overseas experiences Publication-Status: Published Abstract: Education remains a vital driver of national development; however, the teaching profession in the Philippines continues to face persistent challenges, including low salaries, heavy workloads, and limited opportunities for career advancement. These conditions have contributed to increasing teacher migration as Filipino educators seek better compensation, improved working conditions, and broader professional growth opportunities abroad. While overseas teaching offers promising prospects, it also exposes teachers to significant personal and professional challenges, including cultural adjustment, language barriers, and emotional strain resulting from separation from family. This study employed a descriptive phenomenological approach to explore the lived experiences of Filipino teachers teaching abroad, focusing on their motivations, challenges, and coping mechanisms. Data were gathered through in-depth interviews with eight purposively selected Filipino teachers currently teaching in Thailand and the United States. Using Colaizzi’s method of analysis, significant statements were extracted and clustered into themes. The results revealed both positive and negative dimensions of the overseas teaching experience. Positive experiences included holistic personal development, financial stability, enhanced pedagogical competence, and professional transformation. However, participants also reported challenges such as curriculum differences, communication barriers, emotional strain, and cultural adjustment difficulties. Thematic analysis further revealed that teachers relied on coping mechanisms such as family and colleague support, faith and optimism, and active cultural and language adaptation, illustrating resilience and adaptive capacity amid complex transnational teaching realities. Keywords: filipino teachers abroad, teacher migration, descriptive phenomenology, lived experiences, coping mechanism Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20237999 File-URL: https://vertexcorp.org/index.php/irmr/article/view/170 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/170/258 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:170 Template-Type: ReDIF-Article 1.0 Author-Name: Rainier Bantoto Author-Workplace-Name: School of Industrial Engineering and Technology, Foundation University, Dumaguete City, Philippines Author-Name: Godfrey Gutang Author-Workplace-Name: School of Industrial Engineering and Technology, Foundation University, Dumaguete City, Philippines Author-Name: Charles Cuaresma Author-Workplace-Name: School of Industrial Engineering and Technology, Foundation University, Dumaguete City, Philippines Author-Name: Marife Cabajon Author-Workplace-Name: School of Industrial Engineering and Technology, Foundation University, Dumaguete City, Philippines Author-Name: Felipe Jr. Sullera Author-Workplace-Name: School of Industrial Engineering and Technology, Foundation University, Dumaguete City, Philippines Title: Evaluating Institutional Support and Cognitive Workload Among Teachers Handling Special Needs Students at Foundation Preparatory Academy Publication-Status: Published Abstract: This study evaluated the relationship between institutional support systems and the cognitive workload of teachers managing learners with special educational needs (LSEN) at Foundation Preparatory Academy (FPA). Utilizing a descriptive research design, the study surveyed the institution’s faculty using a validated and reliable instrument. The primary objective was to assess administrative, professional, and instructional support mechanisms against mental demands inherent in instructional, behavioral, and documentation tasks, effectively applying an industrial engineering lens to analyze systemic educational processes. Findings indicated that while teachers perceived a high extent of institutional support, they simultaneously experienced high cognitive workloads in teaching and behavior management. Conversely, documentation tasks were rated as moderate. Correlation analysis revealed a significant, moderate negative relationship between administrative policy support and documentation workload, confirming that structured, clear policies effectively mitigate clerical strain. Demographic factors also played a critical role; years of teaching experience correlated positively with increased demands in documentation and behavior management, as veteran educators often maintain higher standards for individualized care. Additionally, teachers lacking formal special education training reported significantly higher workloads compared to their certified counterparts, demonstrating the impact of formal qualification on mental efficiency and task processing. These results underscore the critical need for enhanced technical policy clarity and targeted specialized training. By identifying these specific gaps in the institutional framework, the study highlights the necessity of refining organizational structures to better support educators. Addressing these deficits is vital for minimizing teacher cognitive exhaustion, fostering a sustainable, efficient, and high-quality environment for inclusive education that prioritizes both educator well-being and student success. Keywords: Instutional support System; Teacher Workload; Special Education Needs; Cognitive Load Theory Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20255511 File-URL: https://vertexcorp.org/index.php/irmr/article/view/387 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/387/259 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:387 Template-Type: ReDIF-Article 1.0 Author-Name: Arriane Pautan Author-Workplace-Name: Department of Education, Masbate Author-Name: Jonnie Pautan Author-Workplace-Name: Department of Education, Masbate Title: From Screens to Speech: Guidance Counselors’ Perceptions on How Social Media Deinfluencing Normalizes Cussing Among Grades 3–6 Learners Publication-Status: Published Abstract: This study looks at how guidance counselors see social media deinfluencing as a factor in the normalization of swearing among students in Grades 3–6. Children are becoming exposed to influencer content that frequently uses vulgarity, humor, and expressive delivery in digitally mediated spaces. Deinfluencing may unintentionally reinforce profanity because of its performative and emotionally charged nature, even when its goal is to discourage behaviors. This study, which is based on Chomsky's Generative/Innatist Theory, presents cursing not as deliberate wrongdoing but as a linguistically acquired habit shaped by patterned exposure. Semi-structured interviews with guidance counselors and teacher-designates in the Milagros West District of Masbate Province were used to gather data using a qualitative descriptive design, which was then subjected to thematic analysis. Results show that learners are mimicking not just language but also tone and expressive styles from social media, making swearing spontaneous, socially rooted, and linguistically internalized. Profanity was found to be paradoxically strengthened by deinfluencing content through emotional salience and repetition.  Cussing is a socially reinforced and digitally mediated linguistic phenomenon, according to the study's conclusion, underscoring the necessity of media-informed and language-sensitive interventions in educational contexts. Keywords: social media deinfluencing; cussing normalization; language acquisition; Generative/Innatist Theory; elementary learners; guidance counselors; linguistic behavior; media influence; digital communication; qualitative research Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20259088 File-URL: https://vertexcorp.org/index.php/irmr/article/view/253 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/253/260 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:253 Template-Type: ReDIF-Article 1.0 Author-Name: Kenneth Jade Tuting Author-Workplace-Name: Foundation University Author-Name: Fate Lyra Villa Author-Workplace-Name: Foundation University Author-Name: Marife Cabajon Author-Workplace-Name: Foundation University Author-Name: Maria Chona Futalan Author-Workplace-Name: Foundation University Title: Impact of the SIET Community Extension Program on the Kawayan Collective Publication-Status: Published Abstract: This study assessed the impact of the School of Industrial Engineering Technology (SIET) Community Extension Program on the Kawayan Collective in Dauin. Specifically, it examined how the program influenced administrative organization, productivity, housekeeping and sanitation, safety, and waste management practices among 34 workers. A descriptive-correlational research design was utilized, employing a structured questionnaire as the primary data collection instrument. Statistical tools such as mean and Spearman’s rank-order correlation were applied to analyze the data and determine the relationships among variables. The findings revealed a high to very high level of perceived impact across all assessed areas, with particularly strong results in productivity and safety practices. Participants reported significant improvements in their knowledge, skills, and practical application of workplace procedures, indicating that the program effectively enhanced their overall performance, awareness, and efficiency in daily operations. Furthermore, the correlation analysis showed a very strong positive relationship between the extent of program implementation and overall productivity, suggesting that improvements in organizational practices directly contributed to better work outcomes and increased work efficiency. Despite these positive results, certain areas particularly consistency in the application of learned practices and waste management require further reinforcement. These gaps highlight the need for sustained interventions, continuous support, and follow-up evaluations. The study concludes that ongoing training, regular monitoring, and the integration of hands-on activities are essential to maintain progress, strengthen implementation, and ensure the long-term effectiveness and sustainability of the community extension program for all participants involved in the study and future similar extension initiatives and programs implemented. Keywords: community extension program; productivity; 5s; lean six sigma; DOWNTIME waste identification; workplace efficiency; kawayan collective Journal: The International Review of Multidisciplinary Research Pages: 766-777 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20259269 File-URL: https://vertexcorp.org/index.php/irmr/article/view/372 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/372/261 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:372 Template-Type: ReDIF-Article 1.0 Author-Name: Rico Reyes Author-Workplace-Name: Pangasinan State University Title: Internationalization Practices and Initiatives of one of the State University in the Philippines Publication-Status: Published Abstract: There is a need to understand the efforts of the HEIs towards internationalization in achieving and accessing universal access to quality education, which are the mandate of ASEAN and CHED. The purpose of this study is to describe the initiatives and practices as well as examine the readiness of one of the State University in the Philippines for the internationalization of its education system. Using descriptive analysis, this study examined the readiness and identified the practices and initiatives as perceive by the middle and top managers of the university. Though the survey was conducted it was found out that the university has a moderate level of readiness towards internationalization of the process. The university in the process of internationalization of its education system, which is manifested in the vision, mission, goals, and plans statements to become an ASEAN premier state university in 2025. Moreover, it reflects the preparation and alignment to the mandate of the CHED on the internationalization of Philippine Higher Education. Further studies are needed to establish the readiness of the university on internationalization through involving the perception of other stakeholders in the educational institution such as faculty, students, and community members and utilization of mixed-method design of research to utilize focus group discussions in gathering perceptions on plans, strategies, and challenges towards internationalization of education system. Keywords: internationalization; readiness towards internationalization; initiatives and practices; Higher Education Institutions Journal: The International Review of Multidisciplinary Research Pages: 778-788 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20260229 File-URL: https://vertexcorp.org/index.php/irmr/article/view/260 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/260/262 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:260 Template-Type: ReDIF-Article 1.0 Author-Name: Jamaica Principe Author-Workplace-Name: Department of Education, Lanting Region National High School Author-Name: Hazel Beth Bautista Author-Workplace-Name: Isabela State University - Main Campus Title: Optimization of Roasting Temperature for the Formulation of Adlai (Cix Lacryma-Jobi L.) – Based Drink Publication-Status: Published Abstract: This study focused on the formulation, sensory evaluation, and economic viability of an adlai-based beverage made from roasted adlai grains. Four formulations were prepared by roasting the grains for 40 minutes at varying temperatures to determine the effect of roasting on sensory quality and acceptability. The beverage samples were standardized using 9 grams of roasted adlai per 250 mL of water and evaluated by 75 untrained panelists using a 9-point hedonic scale. Results showed significant differences among the formulations in terms of appearance, aroma, texture, flavor, and overall acceptability. Formulation I, roasted at the lowest temperature, received the lowest ratings, while Formulation II obtained neutral acceptability. Formulations III and IV achieved the highest sensory scores, indicating that higher roasting temperatures improved the beverage’s quality. Formulation III, roasted at 200°C, was identified as the most acceptable due to its balanced flavor, aroma, texture, and appearance. Economic analysis revealed that all formulations were profitable, with ROI values exceeding 100%. Although Formulation I had the highest ROI because of lower production costs, Formulation III was recommended for commercialization because of its superior consumer acceptability and market potential. The findings highlight the importance of optimizing roasting temperature in producing a marketable adlai-based beverage. Keywords: Adlai grains; roasting temperature; sensory evaluation; cost-return analysis Journal: The International Review of Multidisciplinary Research Pages: 737-759 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20259012 File-URL: https://vertexcorp.org/index.php/irmr/article/view/339 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/339/263 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:339 Template-Type: ReDIF-Article 1.0 Author-Name: Jingky Corpuz Author-Workplace-Name: Munguia National High School Title: Solving Mathematical Problems Involving Measures of Central Tendency with the Aid of Project Remedial Class to Enrich Students’ Performance in Mathematics Using Alternative Solutions (RECESS) Publication-Status: Published Abstract: This study examined the effectiveness of Project RECESS in improving the skills of Grade 8 learners in solving mathematical problems involving measures of central tendency. It determined the learners’ skill levels before and after the implementation of the intervention and tested whether a significant difference existed between the pretest and posttest scores. A quantitative one-group pretest–posttest quasi-experimental design was used. The participants of this study were Grade 8 Punctuality of Munguia National High School who were selected by the used of cluster sampling demonstrates low mastery in problem solving involving measures of central tendency based on result of the Rapid Mathematics Assessment (RMA). Parental consent was secured before the participation of the learners. A validated 50-item parallel test served as the pretest and posttest instrument. Data were analyzed using mean and standard deviation to determine and describe the level of respondents’ skills in solving mathematical problems involving measures of central tendency before and after the implementation of the RECESS strategy. Paired t-test at 0.05 level of significance was used to determine if there is significant difference in respondents’ skills in solving mathematical problems involving measures of central tendency. Results showed that the pretest mean score of 26.38 (“Did Not Meet Expectations”) increased to 40.05 (“Satisfactory”) after the implementation of Project RECESS based from the matrix adopted from the DepEd Order No. 8, s. 2015.  The computed t-value of -14.138 indicated a statistically significant improvement. The findings confirmed that Project RECESS effectively improved learners’ skills in solving problems involving measures of central tendency. Keywords: mathematical problem-solving; measures of central tendency; project RECESS Journal: The International Review of Multidisciplinary Research Pages: 789-796 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20260381 File-URL: https://vertexcorp.org/index.php/irmr/article/view/463 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/463/264 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:463 Template-Type: ReDIF-Article 1.0 Author-Name: Jesszon Cano Author-Workplace-Name: Bohol Island State University Author-Name: John Victor Acilo Author-Workplace-Name: Bohol Island State University Title: Customer Preferences on the Packaging of Calamay Delicacies in Jagna, Bohol: A Comparative Study Between Coconut Shell and Plastic Containers Publication-Status: Published Abstract: Packaging plays a crucial role in shaping consumer perception and influencing purchasing behavior, especially for traditional food products. This study examined customer preferences regarding the packaging of calamay delicacies in Jagna, Bohol, with a comparison between coconut shell packaging and plastic containers. A descriptive-comparative research design was utilized, employing a structured survey questionnaire administered to 73 respondents who had prior experience purchasing calamay. The collected data were analyzed using frequency distribution, weighted mean, and an independent samples t-test. The findings indicated that a majority of respondents favored coconut shell packaging over plastic containers. This preference was largely attributed to its strong cultural significance, traditional aesthetic appeal, and environmentally sustainable nature. Coconut shell packaging was also rated higher in terms of purchase likelihood, suggesting that consumers are more inclined to buy products presented in traditional materials. Furthermore, it received more favorable evaluations across key aspects such as authenticity, practicality, and environmental impact. Statistical analysis revealed a significant difference between the two packaging types, confirming that the observed preference for coconut shell packaging was not due to chance. These results highlight the enduring value consumers place on traditional packaging, not only as a means of preserving cultural identity but also as a strategy aligned with sustainability goals. Overall, the study underscores the importance of integrating cultural heritage with modern marketing approaches. The insights generated can serve as a valuable reference for producers, entrepreneurs, and policymakers in developing packaging strategies that effectively balance tradition, consumer appeal, and environmental responsibility. Keywords: Calamay delicacies; packaging preference; coconut shell packaging; cultural representation; consumer behavior Journal: The International Review of Multidisciplinary Research Pages: 797-804 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20260790 File-URL: https://vertexcorp.org/index.php/irmr/article/view/347 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/347/265 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:347 Template-Type: ReDIF-Article 1.0 Author-Name: Jewel Charmaigne Pinili Author-Workplace-Name: Foundation University Author-Name: Fritz Willie Forio Author-Workplace-Name: Foundation University Author-Name: Angel Heinz Libby Author-Workplace-Name: Foundation University Author-Name: Marife Cabajon Author-Workplace-Name: Foundation University Author-Name: Marlon Tanilon Author-Workplace-Name: Foundation University Title: Passenger Satisfaction: Assessment on the Current Queueing Management System in the Port of Dumaguete Ticketing Outlets Publication-Status: Published Abstract: This study assessed the queuing system and passenger satisfaction at Dumaguete City Port ticketing outlets to improve efficiency and service quality amid congestion and peak-period delays from tourism and inter-island travel. Using a quantitative-descriptive design, data were collected from 100 purposively selected walk-in passengers, mostly young local residents and tourists traveling in groups, through time-motion observations and validated questionnaires (Cronbach's α=0.92). Queueing theory (M/M/1 models, Little's Law) and descriptive statistics analyzed arrival rates (λ), service rates (μ), waiting times (Wq), queue lengths (Lq), and utilization (ρ). Findings showed demand peaking at noon and late weekdays; high-traffic outlets like OceanJet and Montenegro had λ up to 0.383/min, waits up to 9.67 minutes, extended queues, and ρ=0.92, signaling severe congestion, while FastCat and HS Star Marine performed stably with shorter waits. All used single-server FCFS systems for fairness but limited peak capacity. Behavior was orderly with minimal line-cutting, yet satisfaction was neutral (x̄=3.36/5), lowest for queue layout and peak performance. The system works off-peak but strains under surges; recommendations include more counters, dynamic staffing, better layouts with barriers and signage, and digital kiosks and apps to boost efficiency and satisfaction. Keywords: queueing management system; passenger satisfaction; peak demand; service rate; queue configuration; dumaguete port Journal: The International Review of Multidisciplinary Research Pages: 805-818 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20268664 File-URL: https://vertexcorp.org/index.php/irmr/article/view/404 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/404/266 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:404 Template-Type: ReDIF-Article 1.0 Author-Name: Justine Alaban Author-Workplace-Name: Foundation University Author-Name: Dezrel Marie Baldomar Author-Workplace-Name: Foundation University Author-Name: John Reignzie Cabugnason Author-Workplace-Name: Foundation University Author-Name: Marife Cabajon Author-Workplace-Name: Foundation University Author-Name: Charldy Wencesalao Author-Workplace-Name: University of San Carlos Title: A Comparative Analysis of Cognitive Fatigue and Operational Efficiency Between Day- Shift and Night-Shift Employees in BPO Environments Publication-Status: Published Abstract: This study examined the cognitive fatigue and perceived operational efficiency of voice-based Customer Service Representatives (CSRs) in selected Business Process Outsourcing (BPO) companies in Dumaguete City. It focused on differences between day-shift and night-shift employees and the relationship between cognitive fatigue and performance outcomes. A quantitative, descriptive-comparative, and correlational research design was employed using a stratified sampling technique. A total of 384 full-time CSRs participated in the study. Data were analyzed using percentage, mean, Shapiro–Wilk test, Mann–Whitney U test, and Spearman’s rank correlation coefficient. The findings revealed that respondents experienced a moderate level of cognitive fatigue in terms of intrinsic and extraneous load, while germane load was low, indicating that higher-order cognitive processes were generally maintained. Perceived operational efficiency, measured in terms of processing speed and quality accuracy, was also at a moderate level, suggesting acceptable but not optimal performance. No significant differences were found between day-shift and night-shift employees in both cognitive fatigue and operational efficiency. In terms of relationships, no significant association was observed between cognitive fatigue and operational efficiency overall, although a weak but significant relationship emerged among day-shift employees. Age demonstrated a weak but significant relationship with operational efficiency, whereas tenure showed no significant relationship with either variable. These results suggest that performance is largely sustained through structured workflows, system support, and employee adaptation rather than demographic or shift-related factors. The study underscores the importance of integrating fatigue management and performance support mechanisms to promote employee well-being and maintain consistent operational efficiency in BPO environments. Keywords: cognitive fatigue; operational efficiency; shift schedules; BPO industry; customer service representatives Journal: The International Review of Multidisciplinary Research Pages: 819-834 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20269386 File-URL: https://vertexcorp.org/index.php/irmr/article/view/393 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/393/267 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:393 Template-Type: ReDIF-Article 1.0 Author-Name: Earl Anthony Bandoquillo Author-Workplace-Name: Foundation University Author-Name: Nathan James Mercado Author-Workplace-Name: Foundation University Author-Name: Angelo Dumolong Author-Workplace-Name: Foundation University Author-Name: Marife Cabajon Author-Workplace-Name: Foundation University Author-Name: Charldy Wenceslao Author-Workplace-Name: University of San Carlos Title: A Correlational Study on the Visual Clarity and Comprehension Effectiveness of Road Signages among Drivers in Dumaguete City Publication-Status: Published Abstract: The study evaluated the effectiveness of road signages in Dumaguete City in terms of drivers’ perceived visual clarity and level of comprehension, and examined the relationship between these variables within a usability-based framework. A quantitative descriptive-correlational research design was employed using purposive sampling among 110 licensed drivers who regularly operate vehicles within the city. Data were collected through a validated and reliability-tested questionnaire consisting of visual clarity assessment and a comprehension test of selected regulatory, warning, and informatory signs. Statistical tools such as frequency, percentage, weighted mean, standard deviation, and Spearman’s rank correlation coefficient were used to analyze the data. Results revealed that the perceived visual clarity of road signages, in terms of visibility, legibility, and conspicuity, was generally at a moderate level, indicating room for improvement in signage design and placement. In contrast, drivers’ comprehension of road signs was found to be high to very high, although inconsistencies were observed, particularly in warning signs. The findings further showed no significant relationship between drivers’ profile (age and educational attainment) and perceived visual clarity, while educational attainment demonstrated a significant relationship with comprehension. Additionally, visibility was found to have a significant relationship with driver comprehension, whereas legibility and conspicuity did not. The study highlights the importance of optimizing signage visibility and simplifying design features to enhance driver understanding. Based on the findings, a targeted road signage improvement plan was proposed to address identified gaps and support safer and more efficient traffic management. Keywords: Road signage effectiveness; driver perception; visual clarity; driver comprehension; traffic safety; signage visibility; signage legibility; signage conspicuity Journal: The International Review of Multidisciplinary Research Pages: 835-847 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20269841 File-URL: https://vertexcorp.org/index.php/irmr/article/view/392 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/392/268 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:392 Template-Type: ReDIF-Article 1.0 Author-Name: Mutmainna Ayyub Author-Workplace-Name: Mindanao State University-Sulu Author-Name: Raugda Julhamid Author-Workplace-Name: Sulu State University Title: Oral Participation Challenges and Strategies Among English Major Students at Mindanao State University-Sulu Publication-Status: Published Abstract: This study examined the oral participation challenges and strategies among 132 English major students at Mindanao State University–Sulu during the School Year 2025–2026. Utilizing a descriptive–correlational research design, the study assessed the extent of student-related and teacher-related challenges, as well as the strategies students employed to enhance their oral English proficiency. Demographic data revealed that the majority of respondents were aged 21–23, predominantly female, and came from low-income households with college-educated parents.  The findings indicated that student-related challenges, particularly linguistic concerns like pronunciation (x̄ = 3.05) and grammatical errors (x̄ = 3.03), were generally experienced by respondents (Total x̄ = 2.8561), whereas teacher-related challenges were only moderately perceived (Total x̄ = 1.8879). Despite these difficulties, students actively engaged in self-directed improvement strategies (Total x̄ = 3.2091), such as self-correction (x̄ = 3.38), reading for comprehension (x̄ = 3.36), and reading books for vocabulary (x̄ = 3.32). Statistical analyses using T-tests and ANOVA showed no significant differences in challenges or strategies based on age, gender, or parents' educational attainment. However, a significant difference was found in teacher-related challenges when respondents were grouped by parents' average monthly income (p = 0.043). Correlation analysis revealed no significant relationship between student-related challenges, teacher-related challenges, and the strategies employed. The study concludes that internal linguistic and psychological factors are the primary barriers to participation, rather than instructional practices, and recommends that administrators and teachers implement supportive programs and interactive strategies to build student confidence. Keywords: oral participation; English major students; speaking challenges; communication strategies; MSU-Sulu Journal: The International Review of Multidisciplinary Research Pages: 848-859 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20270442 File-URL: https://vertexcorp.org/index.php/irmr/article/view/336 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/336/269 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:336 Template-Type: ReDIF-Article 1.0 Author-Name: Gregie Cabido Author-Workplace-Name: Cebu Technological University Author-Name: Marilyn Miranda Author-Workplace-Name: Cebu Technological University Title: Solid Waste Management Practices and Community Engagement of Senior High School Students Publication-Status: Published Abstract: This research evaluated the students’ solid waste management practices on solid waste among the select public Senior High School Grade 11 students with 20 teachers, 80 students and 40 community members in the City of Naga, Cebu Division, DepEd Region VII, Central Visayas during the School Year of 2024-2025 as basis for Solid Waste Management Program. Survey questionnaires were used to collect the data. Most of the teachers belonged to the age of 41-50 with an average age of 40.90.  Majority of them are married, with master’s degree holders, having an entry-level positions, and having a very satisfactory performance rating. Students are predominantly female and are mostly aged 17 years.  Students come from families with 2–3 siblings, with an average family size of approximately 3 children.  Among the most notable is the item stating that garbage is placed in designated areas during the prescribed schedule the highest in the set. The results for segregation practices show statistically significant relationships across all engagement types, most notably in volunteering for waste management projects and joining environmental clubs.  Those who are engaged in consistent environmental advocacy, whether by formal membership or active project participation, appear to internalize recycling habits. For recovery and retrieval, a practice that often involves converting waste into usable items or restoring damaged resources, a similarly strong relationship exists. Among all SWM domains, proper disposal exhibits the highest Chi-square values, particularly with volunteering and joining environmental clubs. The strength of these relationships implies that those engaged in regular environmental activities are more likely to adhere to safe and environmentally sound disposal practices. The research notable findings lead to the conclusion that waste can be converted into useful resources and that monitoring destroyed items occurs the other indicators show clear limitations. Community-based environmental initiatives rely heavily on the principle that individual participation leads to collective impact. Solid waste management (SWM), as one of the core pillars of sustainable environmental behavior, cannot stand alone without the active involvement of stakeholders—including teachers, students, and the broader community.  Based on the findings and conclusions arrived in this study, it is hereby recommended that Solid Waste Management Program be adopted. Keywords: development education; solid waste management practices and community engagement of SHS students; descriptive-quantitative research method; Cebu; Philippines Journal: The International Review of Multidisciplinary Research Pages: 860-864 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20271251 File-URL: https://vertexcorp.org/index.php/irmr/article/view/466 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/466/270 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:466 Template-Type: ReDIF-Article 1.0 Author-Name: Flohrian Frank Hans Aldeon Author-Workplace-Name: Foundation University Author-Name: Jay Heil Sardan Author-Workplace-Name: Foundation University Author-Name: Tchery Faith Vincoy Author-Workplace-Name: Foundation University Author-Name: Marife Cabajon Author-Workplace-Name: Foundation University Author-Name: Clint Absin Author-Workplace-Name: Foundation University Title: Evaluation of the Effectiveness of Traffic Light System at Bantayan Intersection, Dumaguete City Publication-Status: Published Abstract: This study evaluated the effectiveness of the traffic light system at Bantayan Intersection in Dumaguete City, focusing on its performance and drivers’ perceptions. Specifically, it assessed effectiveness in terms of accuracy, usability, operational performance, and safety perception, and examined the relationship between drivers’ profiles and their perceived effectiveness. A descriptive-correlational research design with a quantitative approach was employed in this study. Data were collected from 100 drivers, including motorcycle, tricycle, and private vehicle drivers, using a structured and validated questionnaire, supported by on-site observations of traffic flow, delay, and queue length. The data were analyzed using descriptive statistics such as frequency, percentage, and weighted mean, and inferential statistics using Spearman’s rho. Results revealed that the traffic light system is generally perceived as high effective, with an overall mean of 4.02, means that the system generally performs well; drivers experience only minor operational concerns particularly in usability, operational performance, and safety perception. Furthermore, no significant relationship was found between drivers’ profiles and their perceived effectiveness, indicating consistent perceptions across different user groups. Despite the positive evaluation, certain aspects such as signal timing, clarity, and visibility require improvement. The study concludes that while the system effectively regulates traffic and enhances safety, further optimization is necessary to improve efficiency and user experience. The findings provide a basis for recommending improvements and support data-driven traffic management decisions. Additionally, the study highlights the importance of continuous monitoring and evaluation of traffic control systems to ensure their long-term effectiveness. It also emphasizes the role of user perception in assessing infrastructure performance, as drivers’ experiences directly influence compliance and safety outcomes. Keywords: traffic signal effectiveness; usability; operational performance; safety perception; driver perception Journal: The International Review of Multidisciplinary Research Pages: 865-878 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20274745 File-URL: https://vertexcorp.org/index.php/irmr/article/view/377 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/377/271 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:377 Template-Type: ReDIF-Article 1.0 Author-Name: Bench Febra Author-Workplace-Name: National Teachers College, Tiong Se Academy Title: Pagtataya sa Kasanayan sa Pagsasalita ng Wikang Filipino ng mga Tsinong Mag-aaral: Batayan sa Pagbuo ng Mungkahing Programa Ayon sa Common European Framework of Reference for Languages (CEFRL) sa Pagpapaunlad ng Paggamit ng Wika Publication-Status: Published Abstract: Ang mga Tsino-Pilipinong mag-aaral ay humaharap sa iba’t ibang hamon sa pagkatuto ng wikang Filipino sa loob ng isang multilingguwal na kapaligiran. Sa gitna ng kasalukuyang kalagayan ng kurikulum na K to 12 Filipino, naging mahalagang matukoy ang agwat sa kasanayang komunikatibo upang makabuo ng mga konkretong hakbang na magpapaunlad sa kakayahan ng mga banyagang mag-aaral. Ginamit sa pag-aaral na ito ang Common European Framework of Reference for Languages (CEFRL) bilang pandaigdigang pamantayan ng Council of Europe upang magkaroon ng isang matibay at siyentipikong batayan sa pagsukat ng antas ng kasanayan sa pagsasalita ng mga kalahok. Sa pamamagitan ng Explanatory Sequential Mixed-Method na pamamaraan, masusing itinaya ang kakayahan ng mga mag-aaral gamit ang isang diyagnostikong pasalitang pagsusulit. Lumabas sa mga resulta na ang pangkalahatang antas ng mga mag-aaral ay kasalukuyang nasa Independent User (B2), kung saan ang antas ng Elementarya ay nasa B1 (Katamtamang Antas) at ang Junior High School naman ay nasa B2 (Mataas na Katamtamang Antas). Ang mga datos na nakalap mula sa isinagawang pangkatang panayam ay naghayag ng mga positibong oportunidad sa pag-unlad sa kabila ng mga salik gaya ng language anxiety, kultural na kaligiran, at limitadong pagkakataon sa paggamit ng wika sa pang-araw-araw na pakikipag-ugnayan. Kinilala rin ang pangangailangan ng mga mag-aaral para sa mga interaktibong estratehiya at makabagong kagamitang pampagtuturo na tumutugon sa kanilang sariling kultural na kinalakhan. Bunga nito, binuo ang mungkahing programang "CEFR-PH" na naglalayong magbigay ng sistematikong pagpapaunlad sa kasanayan sa wikang Filipino. Nakatuon ang naturang programa sa pagbuo ng isang "ligtas na espasyo" sa pag-aaral kung saan ang paggamit ng paglilipat-wika ay kinikilala bilang isang epektibong tulay tungo sa mas mataas na antas ng matatas at makabuluhang pakikipagtalastasan. Keywords: CEFR; wikang filipino; tsino-Pilipino; kasanayan sa pagsasalita; Explanatory Sequential; Mixed-Method Design Journal: The International Review of Multidisciplinary Research Pages: 879-890 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20274962 File-URL: https://vertexcorp.org/index.php/irmr/article/view/322 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/322/272 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:322 Template-Type: ReDIF-Article 1.0 Author-Name: Michelle Madonna Zulueta Author-Workplace-Name: University of Cebu Title: Life World in Teaching among Maritime Instructors Publication-Status: Published Abstract: This qualitative study explored the teaching-learning experiences of maritime instructors at the University of Cebu, aiming to understand their experiences, challenges, and aspirations to enhance training and development programs. Specifically, it examined positive and negative teaching experiences, strategies to address challenges, and instructors’ aspirations to improve teaching performance. The study involved 20 maritime instructors, 10 from the marine transportation department and 10 from the marine engineering department, from the University of Cebu Maritime Education and Training Center and the University of Cebu Lapu-Lapu and Mandaue. Participants were selected using inclusion criteria. Data were gathered through a validated researcher-made questionnaire consisting of informants’ profiles and open-ended questions. A transcendental phenomenological approach was employed to generate in-depth qualitative data. Seventeen (17) themes emerged. For teaching experiences, three (3) positive themes were identified: job satisfaction of former seafarers, building relationships with students, and improving oneself while working as a teacher. Seven (7) negative themes emerged: additional non-teaching responsibilities, insufficient training and orientation, time constraints to cover course contents, inadequate instructional materials, non-conducive learning environment, challenging students’ attitude, and non-competitive teachers’ salaries. In addressing challenges, four (4) themes surfaced: employ varied teaching-learning strategies, seek assistance from colleagues, listen to students’ needs, and maintain a positive attitude. Lastly, two (2) aspiration themes emerged: pursue professional growth and development and receive regular feedback on teaching performance. Findings suggest that maritime higher education institutions should reevaluate training and seminar programs, emphasizing both simulator training and effective teaching strategies. Keywords: teaching performance; maritime instructors; aspirations of the instructors; maritime higher institutions; simulator training Journal: The International Review of Multidisciplinary Research Pages: 891-907 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20275304 File-URL: https://vertexcorp.org/index.php/irmr/article/view/550 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/550/273 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:550 Template-Type: ReDIF-Article 1.0 Author-Name: Roxannie Banal Author-Workplace-Name: Department of Education Author-Name: Walter Galarosa Author-Workplace-Name: Department of Education Title: Effects of Bullying Experiences on the Academic Achievement and Psychological Well-being of Some Elementary School Learners in the Division of Quezon Publication-Status: Published Abstract: Bullying remains a pervasive challenge in schools affecting learners’ emotional and academic development. This mixed-methods study examined effects of bullying on academic achievement and psychological well-being of elementary learners in Quezon Province. The quantitative component used a correlational-predictive design assessing physical, verbal, gender-based, social, and cyberbullying and explored school strategies addressing bullying. A total of 86 learners from 22 public elementary schools participated, completing questionnaires, adapted Ryff Psychological Well-Being Scale, and interviews with guidance counselors. Findings showed verbal and social bullying were most frequent, followed by physical, cyber, and gender-based. Victims showed low academic performance and psychological well-being, with reduced autonomy, personal growth, relations, and self-acceptance, and moderate environmental mastery and purpose in life. Regression analysis indicated verbal and cyberbullying significantly reduced academic achievement and psychological well-being while other forms showed no significant effects. Schools implemented anti-bullying measures such as awareness programs, counseling, classroom integration, and stakeholder collaboration. Study concludes emotionally distressing forms of bullying have strongest negative impact, highlighting need for targeted interventions. In response, Project SEL: A Socio-Emotional Learning Program is proposed to enhance resilience, well-being, academic performance, and school safety. Keywords: bullying experiences; academic achievement; psychological well-being; socio-emotional learning; elementary learners Journal: The International Review of Multidisciplinary Research Pages: 1-6 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20069734 File-URL: https://vertexcorp.org/index.php/irmr/article/view/357 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/357/190 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:357 Template-Type: ReDIF-Article 1.0 Author-Name: Joanna Asuzano Author-Workplace-Name: Department of Education, Buenavista National High School Author-Name: Annalyn Jawili-Decena Author-Workplace-Name: Marinduque State University Title: Effect of Visual Imaging Techniques on the Vocabulary Skills of Grade 11 Learners in Buenavista National High School Publication-Status: Published Abstract: This study explored how Visual Imaging Techniques impact the vocabulary growth of Grade 11 students at Buenavista National High School. Using a quasi-experimental design, two groups were compared: an experimental group that used visual imaging methods with context-rich passages and a control group taught with traditional techniques. Pre-tests and post-tests measured students’ vocabulary understanding, retention, and application. The results showed that the experimental group consistently scored higher and improved more than the control group. Statistical analysis, especially independent samples t-tests, confirmed that the performance difference was statistically significant. These findings suggest that guided visualization strategies help learners better understand, remember, and use new vocabulary words. Based on these results, the study concludes that Visual Imaging Techniques are an effective and practical way to improve students’ vocabulary skills. Since the results support this approach, the study provides a lesson example that incorporates Visual Imaging Techniques into vocabulary instruction. This lesson example aims to guide teachers in applying visualization strategies in the classroom. Additionally, the study recommends that teachers include Visual Imaging Techniques in their vocabulary lessons to enhance comprehension and long-term word retention. It also advocates for teacher training and parental involvement to improve the implementation of this strategy, ultimately promoting meaningful and sustained vocabulary development among high school students. Keywords: enhancement; Grade 11 learners; intervention; visual imaging techniques; vocabulary skills; lesson exemplar Journal: The International Review of Multidisciplinary Research Pages: 7-14 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20070004 File-URL: https://vertexcorp.org/index.php/irmr/article/view/375 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/375/191 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:375 Template-Type: ReDIF-Article 1.0 Author-Name: Phebe Cias Author-Workplace-Name: Department of Education Author-Name: Julieta Nabos Author-Workplace-Name: Marinduque State University Title: Effect of Emerging Technology Integration on Instructional Practices in the Classroom Social Dynamics Among Senior High Schools in Sariaya District, Division of Quezon Publication-Status: Published Abstract: This study examines the effects of integrating emerging technologies on instructional practices and classroom social dynamics in senior high schools in the Sariaya District, Division of Quezon. Using a quantitative cross-sectional survey design, data were collected from 143 teachers across eight senior high schools to determine the extent of technology integration in lesson planning, classroom management, instructional materials development, instructional delivery, and assessment of learning. Findings reveal that teachers demonstrate moderate to high levels of technology integration, primarily utilizing digital tools to support multimedia instruction and enhance student engagement. The results also indicate that student-to-student and teacher-to-student interactions are generally strong, suggesting that technology can effectively support collaborative and interactive learning environments. Furthermore, technology-based assessments and digitally supported instructional delivery significantly improve peer collaboration, participation, and communication among learners, making classroom interactions more dynamic and inclusive. However, the study also highlights those advanced technologies, such as artificial intelligence-based assessments and learning management systems, are not widely utilized due to challenges including limited technological resources, inadequate infrastructure, and insufficient teacher training. These barriers hinder the full potential of technology integration in classroom settings. Despite these constraints, teachers demonstrate initiative by engaging in professional development opportunities and collaborating with colleagues to improve their technology integration practices. The study concludes that the effective and strategic integration of emerging technologies can positively influence classroom social dynamics when supported by adequate training, resources, and institutional support. Therefore, continuous digital skills training and improved access to technological tools are strongly recommended to maximize the benefits of technology-enhanced learning environments for both teachers and learners. Keywords: emerging technologies, technology integration, instructional practices, classroom social dynamics, student engagement, collaborative learning, assessment of learning, senior high school education Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20071498 File-URL: https://vertexcorp.org/index.php/irmr/article/view/214 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/214/192 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:214 Template-Type: ReDIF-Article 1.0 Author-Name: Marelou Junsay Author-Workplace-Name: Northeastern College Title: Factors Influencing Mathematics Performance of Grade 4 Pupils at Montalban District, Montalban Rizal Publication-Status: Published Abstract: Mathematics is a key subject that helps develop critical thinking, problem-solving, and decision-making skills, which are crucial for both academic and real-life success. This study set out to explore what affects the math performance of Grade 4 students in Montalban District, Montalban, Rizal, Philippines. It examined factors related to students, such as their interests and study habits, as well as factors related to teachers, such as their personality traits, teaching skills, and the materials they use. This study used a descriptive quantitative design and involved 20 Grade 4 math teachers chosen through purposive sampling. Data were collected using a structured questionnaire and analyzed using frequency, percentage, weighted mean, t-test, ANOVA, and Pearson r correlation. The results showed that teacher-related factors, especially teaching skills and personality traits, had a strong positive impact on students' math performance. However, students' study habits were found to be weak and in need of improvement. Students also face significant challenges in understanding mathematical language, fractions, and geometry concepts. Additionally, there were significant links between the influencing factors and the problems encountered, as well as between teaching practices and students' math performance. However, no significant differences were found when the respondents were grouped by their profiles. The study concludes that to improve math performance, it is important to strengthen teaching practices, enhance instructional materials, and encourage better study habits and interest among students to achieve better learning outcomes. Keywords: Mathematics performance; teaching practices,; study habits; Instructional materials Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20071846 File-URL: https://vertexcorp.org/index.php/irmr/article/view/236 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/236/193 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:236 Template-Type: ReDIF-Article 1.0 Author-Name: Leticia Sula Author-Workplace-Name: Northeastern College Author-Name: Lea Balais Author-Workplace-Name: Northeastern College Author-Name: Angie Leah Tigo Author-Workplace-Name: Northeastern College Author-Name: Angie Lekah Tigo Author-Workplace-Name: Northeastern College Author-Name: Emily Laderas Author-Workplace-Name: Northeastern College Title: Pedagogical Knowledge as a Mediator Between Graduate Education and Teaching Effectiveness Among Public School Teachers Publication-Status: Published Abstract: This study explored the mediating role of pedagogical knowledge in the relationship between graduate education and teaching effectiveness among public-school teachers. Employing a quantitative descriptive-correlational research design, data were gathered from 29 teachers enrolled in graduate programs. A structured questionnaire was used to assess the participants’ graduate education, pedagogical knowledge, and teaching effectiveness. Descriptive statistics, Pearson’s correlation, and mediation analyses were used to analyze the data. The results indicated that the respondents exhibited high levels of engagement in graduate education, pedagogical knowledge and teaching effectiveness. Significant positive relationships were observed among the variables, suggesting that graduate education is associated with enhanced pedagogical competence and improved teaching performance. Furthermore, pedagogical knowledge significantly mediated the relationship between graduate education and teaching effectiveness, implying that the impact of advanced education on teaching outcomes is partly explained by developing and applying pedagogical skills. The findings emphasize that while graduate education contributes to professional growth, its effectiveness largely depends on how well teachers translate theoretical knowledge into practical classroom strategies. These results underscore the importance of strengthening pedagogical competence in graduate education and professional development programs for teachers. Educational institutions and policymakers should design initiatives that emphasize the integration of theory and practice to enhance instructional quality and student learning outcomes. Overall, this study provides valuable insights into the mechanisms through which graduate education influences teaching effectiveness, particularly in the context of public school teachers pursuing advanced academic qualifications in the Philippines. Keywords: Graduate Education; Pedagogical Knowledge; Teaching Effectiveness; Mediation Analysis; Public School Teachers; Professional Development; Instructional Quality Journal: The International Review of Multidisciplinary Research Pages: 38-45 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20072097 File-URL: https://vertexcorp.org/index.php/irmr/article/view/324 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/324/194 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:324 Template-Type: ReDIF-Article 1.0 Author-Name: Nestle Amores Author-Workplace-Name: Department of Education Author-Name: Jellian Ricafrente Author-Workplace-Name: Marinduque State University Title: The Effect of Teachers’ Wellness Practices on the Teaching Performance of Public Elementary School Teachers in the Sariaya West District, Division of Quezon: Basis for the Development of a Self-Care Management Model Publication-Status: Published Abstract: This study examined the wellness practices of public elementary school teachers in the Sariaya West District, Division of Quezon, and their effects on teaching performance. Specifically, it examined teachers’ wellness practices in terms of emotional, psychological, physical, social, and spiritual aspects, their level of teaching performance, and the effect of wellness practices on teaching performance. A descriptive-correlational research design was employed, and a self-developed survey questionnaire was used to collect data from respondents. Statistical tools such as frequency, mean, and multiple linear regression were utilized to analyze the data. The findings revealed that teachers demonstrated a high level of wellness practices, particularly in emotional and psychological aspects. Similarly, teachers showed a high level of teaching performance, especially in Content Knowledge and Pedagogy and Learning Environment domains. However, results of the regression analysis showed that teachers’ wellness practices do not have a significant effect on teaching performance, as indicated by a very low coefficient of determination (R² = 0.018). Thus, the null hypothesis was accepted. Based on the findings, it is concluded that while teachers actively engage in wellness practices and demonstrate strong teaching performance, wellness practices alone are not significant predictors of teaching performance. It is recommended that future interventions consider other contributing factors such as institutional support, workload management, and professional development opportunities to further enhance teacher performance. Keywords: teacher wellness; emotional wellness; psychological wellness; physical wellness; social wellness; spiritual wellness; teaching performance; public elementary school teachers; self-care management; teacher well-being; educational performance; descriptive- correlational research; Sariaya West District; Division of Quezon; Philippines education Journal: The International Review of Multidisciplinary Research Pages: 46-51 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20077582 File-URL: https://vertexcorp.org/index.php/irmr/article/view/353 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/353/195 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:353 Template-Type: ReDIF-Article 1.0 Author-Name: Diorene Nica Serrano Author-Workplace-Name: Pamantasan ng Cabuyao Title: Speaking Anxiety of Pre-service teachers in English Language Education: Basis for effective classroom intervention Publication-Status: Published Abstract: This study investigated speaking anxiety among pre-service teachers in English Language Education at Pamantasan ng Cabuyao, with the goal of developing an effective classroom intervention to manage and reduce speaking anxiety. Grounded in Foreign Language Anxiety Theory, Krashen's Affective Filter Hypothesis, Complex Dynamic Systems Theory, and Social Constructivist Theory, the research examined both the factors contributing to anxiety and the strategies used to address it. Employing an exploratory sequential mixed methods design, the study began with qualitative interviews of eight purposively selected participants, followed by a quantitative survey of 158 respondents. The qualitative phase identified key themes, including cognitive-performance anxiety, linguistic insecurity, social evaluative anxiety, and professional pressure. It also uncovered coping strategies such as preparation and practice, emotional regulation, resource-based learning, social support, and self-efficacy. The quantitative phase measured the extent and interrelationships of these variables, confirming that speaking anxiety is a multidimensional construct shaped by psychological, social, and contextual factors. Results indicated a significant positive relationship between contributing factors and anxiety levels. Based on integrated findings, the study proposed SPEAK-EASE, a classroom intervention framework to reduce anxiety and foster speaking confidence. Keywords: speaking anxiety; pre-service teachers; English language education; communicative confidence; classroom intervention Journal: The International Review of Multidisciplinary Research Pages: 52-58 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20079292 File-URL: https://vertexcorp.org/index.php/irmr/article/view/350 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/350/196 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:350 Template-Type: ReDIF-Article 1.0 Author-Name: Dewey Doctolero Author-Workplace-Name: Department of Education Author-Name: Rizalie Lim Author-Workplace-Name: Marinduque State University Title: Health and Safety Practices of Public Elementary Schools in Atimonan District, Division of Quezon: Basis for A Strengthened Contingency Plan Publication-Status: Published Abstract: This comparative-descriptive study determined the health and safety practices of public elementary schools in the Atimonan District, Division of Quezon, across School Years 2023 and 2026. Specifically, it assessed the level of availability of health and safety kits, medical devices, school emergency kits, aid kits, and teachers’ emergency kits; the level of adherence to safety guidelines; the level of implementation of health and safety measures; and the challenges encountered by students, teachers, and school personnel. Seventy-eight (78) respondents composed of school heads, School DRRM coordinators, and Barangay DRRM coordinators were included through total enumeration. Data were gathered using a researcher-made questionnaire and validated through direct observations in schools, then analyzed using weighted mean, standard deviation, and Mann–Whitney U test. Findings revealed that the availability of health and safety resources and adherence to safety guidelines remained generally stable across both school years, indicating no significant differences. However, a significant decline was observed in the implementation of health and safety measures, while challenges encountered by respondents significantly increased over time. These results indicate that although resources and policies were sustained, gaps exist in actual implementation and operational execution. Based on these findings, a Strengthened Contingency Plan (SHIELD) was developed to address implementation gaps, enhance coordination, and strengthen school preparedness and resilience to ensure a safe and supportive learning environment. Keywords: Health and Safety Practices; Contingency Plan; Emergency Preparedness; School Safety Measures; Public Elementary Schools Journal: The International Review of Multidisciplinary Research Pages: 124-128 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20079555 File-URL: https://vertexcorp.org/index.php/irmr/article/view/352 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/352/197 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:352 Template-Type: ReDIF-Article 1.0 Author-Name: Reynaldo Banono Jacalan Author-Workplace-Name: Cebu Technological University Author-Name: Kenny Louis Mansueto Author-Workplace-Name: Cebu Technological University Author-Name: Fritz Andrew Asignar Author-Workplace-Name: Cebu Technological University Author-Name: Irene Orias Author-Workplace-Name: Cebu Technological University Author-Name: Sarah Macaurao Author-Workplace-Name: Cebu Technological University Author-Name: Lara Kristean Miranda Author-Workplace-Name: Cebu Technological University Title: Generating Resilient Quality Service Delivery in Select Government Agency and Industry Sector: Vibrant Customer Engagement Plan Publication-Status: Published Abstract: This research assessed the extent of quality service delivery in relation to the customer among the select Government Agency and Industry Sector at Region Calendar Year 2026, as basis for Vibrant Customer Engagement Plan. This will help improve planning processes and development of strategies with regards to producing recommendation and solution to problems in customer engagement with both public and private sectors and uphold values in community service, integrity, professionalism, excellence, and teamwork. There are sixty   (60) respondents in this research composing ten (10) employees’ respondent and fifty external (50) clients from National Government Agencies and Private entity sectors that will be chosen randomly. These client respondents availed the services of the company in terms of business management, manpower, health and medical services. The descriptive-survey-quantitative research method is used in this study. Descriptive survey is a method of collecting information by interviewing or administering a questionnaire to a sample of individuals. The findings in the perception   by the   respondent groups on quality-of-service delivery and customer relations reveal how respondents perceive the consistency, responsiveness, and integrity of service delivery systems. While high ratings indicate strong institutional performance, it is equally important to examine subtle variations in responses to identify areas for enhancement. These insights are essential in developing a Vibrant Customer Engagement Plan that strengthens not only the technical aspects of service delivery but also the relational and ethical dimensions that sustain public trust and satisfaction. In public administration, even when overall service performance is rated highly, operational and human-related issues can significantly influence customer satisfaction, trust, and long-term engagement that serve as a critical basis for developing targeted strategies within the Vibrant Customer Engagement Plan, ensuring that both systemic and behavioral challenges are effectively addressed. Based on the conclusions reached in this research, it is highly recommended that the proposed Vibrant Customer Engagement Plan be submitted to the Top Management for consideration and implementation. Keywords: public administration; generating resilient quality service delivery; in select government agency and industry sector; vibrant customer engagement plan; descriptive-quantitative research method; Cebu; Philippines Journal: The International Review of Multidisciplinary Research Pages: 129-133 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20079842 File-URL: https://vertexcorp.org/index.php/irmr/article/view/381 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/381/198 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:381 Template-Type: ReDIF-Article 1.0 Author-Name: Harley Bayawa Author-Workplace-Name: Pamantasan ng Cabuyao Author-Name: Maria Emmalyn Capuno Author-Workplace-Name: Pamantasan ng Cabuyao Title: From Emissions to Innovation: Green Logistics as CSR Strategy in Philippine International Freight Forwarding Publication-Status: Published Abstract: This study examines how green logistics is implemented as part of corporate social responsibility (CSR) in Philippine international freight forwarding, focusing on the gap between sustainability expectations and operational realities. While environmental responsibility has become a priority in global supply chains, its practical application in developing-country logistics contexts remains uneven. The study aims to understand how logistics professionals integrate green logistics into daily operations, the challenges they encounter, and how these practices contribute to CSR outcomes. Qualitative descriptive research design was employed. Data were collected through semi-structured interviews with ten logistics professionals working in operations, compliance, and management roles within Metro Manila-based international freight forwarding companies. Thematic analysis was used to identify recurring patterns and themes, guided by the Technology–Organization–Environment (TOE) framework. Findings reveal that green logistics is embedded within routine operational processes such as route optimization, shipment consolidation, digital documentation, emissions monitoring, and resource reuse. These practices serve as tangible expressions of CSR. However, implementation is constrained by fragmented systems, inconsistent subcontractor data, time pressure, cost limitations, and infrastructure challenges. External drivers such as regulatory requirements and client sustainability expectations significantly influence adoption, while leadership support and digital systems enhance consistency. The study concludes that green logistics operationalizes CSR by integrating environmental accountability into core logistics functions. Strengthening digital integration, training, and stakeholder coordination can improve sustainability performance. The findings contribute to the literature by providing an operational perspective on CSR implementation in developing-country logistics contexts. Keywords: sustainable freight operations; environmental supply chain practices; logistics governance; emissions tracking systems; operational sustainability integration; transport efficiency strategies; developing-country logistics Journal: The International Review of Multidisciplinary Research Pages: 134-139 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20080165 File-URL: https://vertexcorp.org/index.php/irmr/article/view/391 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/391/199 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:391 Template-Type: ReDIF-Article 1.0 Author-Name: Norman Nalaunan Author-Workplace-Name: Bacyang Elementary School Author-Name: John Orbista Author-Workplace-Name: Aklan State Univeristy Title: Navigating Dual Commitments: Lived Experiences of Single-Parent Teachers in Public Schools Publication-Status: Published Abstract: Teaching is widely recognized as a profession that demands not only instructional competence but also emotional commitment and sustained engagement with learners’ holistic development. When educators simultaneously assume the role of single parents, they face complex responsibilities that extend beyond professional expectations. This study explored the lived experiences of single-parent teachers in balancing their dual roles as educators and sole caregivers in selected public schools in Aklan, Philippines. Specifically, it examined the challenges they encountered and the coping strategies they employed in managing work and family responsibilities. Using a descriptive phenomenological research design, the study involved six purposively selected single-parent public school teachers from the municipalities of Madalag and Batan, Aklan. Data were gathered through in-depth semi-structured interviews and analyzed using Colaizzi’s phenomenological method to identify essential meanings embedded in participants’ narratives. Strategies such as member checking and peer debriefing ensured the credibility and trustworthiness of the findings. Results revealed four major themes: balancing professional responsibilities and parental obligations, work considerations, financial challenges, and support systems and coping strategies. Participants reported experiencing role conflicts, limited opportunities for professional advancement, and persistent financial pressures due to their responsibilities as sole providers. Despite these challenges, institutional understanding from school administrators and strong support from family members and colleagues emerged as critical sources of resilience. Participants also employed adaptive coping mechanisms such as social engagement, religious participation, and self-care practices to maintain emotional well-being. The findings highlight the need for responsive institutional policies and targeted support mechanisms within the Department of Education to address the unique circumstances of single-parent teachers. Strengthening workplace flexibility, financial assistance programs, and professional development access may contribute to improving teacher well-being and sustaining professional effectiveness. Keywords: single parent teachers; dual commitments; lived experiences; public school teacher; parenting and teaching duality Journal: The International Review of Multidisciplinary Research Pages: 140-156 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20080341 File-URL: https://vertexcorp.org/index.php/irmr/article/view/407 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/407/200 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:407 Template-Type: ReDIF-Article 1.0 Author-Name: Lynette Martinez Author-Workplace-Name: Alas-as Elementary School Author-Name: John Orbista Author-Workplace-Name: Aklan State University Title: When Teachers Become School Heads: Administrative and Instructional Competence of Teachers-in-Charge and Their Relationship to Students’ Academic Performance Publication-Status: Published Abstract: This study examined the administrative and instructional leadership competence of Teachers-in-Charge (TICs) assigned at the primary grade level and investigated their relationship with pupils’ academic performance in selected public schools in the Schools Division of Aklan, Philippines. A descriptive–correlational research design was employed involving 30 Teachers-in-Charge from the districts of Madalag and Libacao. Data were collected using a validated survey instrument measuring administrative leadership competence across personal, administrative, and creative skills and instructional leadership competence across supervision, curriculum monitoring, professional development support, instructional resource management, protection of instructional time, and student progress monitoring. Pupils’ academic performance was measured using class mean final grades for School Year 2024–2025. Descriptive statistics and Pearson’s Product–Moment Correlation Coefficient were used for data analysis. Findings revealed that Teachers-in-Charge demonstrated a high level of administrative leadership competence and instructional leadership competence. Learners under their supervision achieved an overall Very Satisfactory level of academic performance. However, results showed no statistically significant relationship between administrative leadership competence and pupils’ academic performance and between instructional leadership competence and pupils’ academic performance. The findings suggest that while Teachers-in-Charge demonstrate strong leadership competence necessary to sustain school operations and instructional processes, leadership competence alone may not directly predict learners’ academic achievement in geographically isolated school contexts. External variables such as instructional resources, teacher workload, and learner-related factors may influence academic outcomes. The study highlights the importance of strengthening leadership preparation programs and institutional support systems for Teachers-in-Charge and provides empirical evidence to inform policy decisions related to school leadership deployment in underserved educational settings. Keywords: Teachers-in-Charge; instructional leadership; administrative leadership; academic performance; public school teacher; teacher-leader duality Journal: The International Review of Multidisciplinary Research Pages: 157-166 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20080524 File-URL: https://vertexcorp.org/index.php/irmr/article/view/408 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/408/201 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:408 Template-Type: ReDIF-Article 1.0 Author-Name: Maica Cordero Author-Workplace-Name: Department of Education Author-Name: Leodegario Jr. Jalos Author-Workplace-Name: Marinduque State University Title: Level of Implementation of School Learning Action Cell (SLAC) in Gumaca East and West Districts, Division of Quezon: Basis for a Proposed Program Implementation Enhancement Publication-Status: Published Abstract: This study examined the level of implementation of the School Learning Action Cell (SLAC) in Gumaca East and West Districts, Division of Quezon, Philippines, as a basis for developing a program enhancement plan. A mixed-methods design was employed, combining descriptive quantitative analysis and qualitative thematic analysis for comprehensive interpretation. The quantitative phase assessed SLAC implementation in terms of learning areas priority, cost, and monitoring and evaluation using a five-point Likert scale administered to 23 school heads and 373 teachers through total enumeration. The qualitative phase explored implementation challenges and recommendations using open-ended responses analyzed through thematic coding.Findings revealed that SLAC is highly institutionalized and consistently implemented across all domains, with very high ratings in pedagogical practices, assessment strategies, ICT integration, and curriculum contextualization. These results indicate that SLAC functions as an effective professional learning community supporting teacher development and instructional improvement. Cost indicators showed strong financial support primarily through Maintenance and Other Operating Expenses (MOOE), supplemented by local and alternative funding sources. Monitoring and evaluation practices were also highly implemented, particularly in feedback utilization and progress tracking, although gaps were identified in standardization, documentation, and consistency. Thematic analysis identified key challenges, including limited financial resources, absence of standardized monitoring tools, and inconsistent scheduling. Respondents recommended strengthening financial sustainability, institutionalizing a unified monitoring framework, ensuring regular scheduling, enhancing leadership and collaboration, and establishing continuous feedback mechanisms. The study concludes that while SLAC is effectively implemented, its long-term sustainability requires strengthened systems, resources, and instructional leadership. Keywords: School Learning Action Cell (SLAC); program enhancement, mixed method Journal: The International Review of Multidisciplinary Research Pages: 167-179 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20088312 File-URL: https://vertexcorp.org/index.php/irmr/article/view/355 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/355/202 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:355 Template-Type: ReDIF-Article 1.0 Author-Name: Raul Jr. Obciana Author-Workplace-Name: Department of Education Author-Name: Leodegario Jr. Jalos Author-Workplace-Name: Marinduque State University Title: Kabisaan ng Lokalisado at Kontekstwalisadong Tekstong Pampagbasa sa Pagpapaunlad sa Pag-unawa sa Binasa ng mga Mag-aaral sa Ikapitong Baitang ng Mataas na Pambansang Paaralan ng San Andres Publication-Status: Published Abstract: Ang mababang antas ng pag-unawa sa binasa ng mga mag-aaral ay nananatiling suliranin sa maraming paaralan, lalo na kung ang mga kagamitang pampagkatuto ay hindi nakaugnay sa kanilang lokal na karanasan at kultura. Layunin ng pag-aaral na ito na matukoy ang kabisaan ng lokalisado at kontekstwalisadong tekstong pampagbasa sa pagpapaunlad ng pag-unawa sa binasa ng mga mag-aaral sa ikapitong baitang ng San Andres National High School para sa taong panuruang 2025–2026. Ginamit ang quasi-experimental design na may dalawang pangkat: eksperimental na ginamitan ng mga materyales na nakabatay sa lokal na konteksto at kontrol na gumamit ng tradisyonal na materyales. Sa pamamagitan ng pauna at panapos na pagsusulit, sinuri ang antas ng kasanayan sa pagbasa. Ginamit ang mean, standard deviation, at paired samples t-test sa pagsusuri ng datos. Ipinakita ng resulta na ang eksperimental na pangkat ay tumaas mula 16.41 sa paunang pagsusulit hanggang 31.07 sa panapos na pagsusulit, mula sa Frustration Level patungong Instructional Level. Samantala, ang kontrol na pangkat ay bahagyang bumaba mula 14.93 hanggang 14.29 at nanatili sa Frustration Level. Lumabas din na may makabuluhang pagkakaiba sa pauna at panapos na pagsusulit ng eksperimental na pangkat (p = 0.000), samantalang walang makabuluhang pagkakaiba sa kontrol na pangkat (p = 0.671). Napatunayang epektibo ang paggamit ng lokalisado at kontekstwalisadong materyales sa pagpapataas ng pag-unawa sa binasa. Kaya inirerekomenda ang integrasyon nito sa kurikulum upang higit na mapabuti ang kasanayan sa pagbasa at maiugnay ang mga aralin sa buhay, karanasan, at kultura ng mga mag-aaral. Keywords: lokalisado at kontekstuwalisadong teksto; pag- unawa sa binasa; kasanayan sa pagbasa; ikapitong baitang; kagamitang pampagkatuto; pagtuturong kontekstwalisado; pedagohiyang lokal; quasi-eksperimental na pananaliksik; mag- aaral sa ikapitong baitang; interbensyon sa pagbasa Journal: The International Review of Multidisciplinary Research Pages: 180-194 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20088680 File-URL: https://vertexcorp.org/index.php/irmr/article/view/338 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/338/203 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:338 Template-Type: ReDIF-Article 1.0 Author-Name: Rudolf Calimag Author-Workplace-Name: Pag-asa National High School City Schools Division of Dasmariñas Title: Probing the Effectiveness of Concept Oriented Reading Instruction (CORI) In Improving the Reading Skills of Grade 12 Students Publication-Status: Published Abstract: The main purpose of this study is to probe the effectiveness of Concept Oriented Reading Instruction (CORI) in Improving the Reading comprehension Skills of Grade 12 Students of Paliparan II Integrated High School in response to the alarming performance of the senior high school students in reading following the effect of distance learning. The researcher employed quasi-experimental research with one group pre-test and post-test design. More so, there is no controlled group involved in the study. The pretest result served as the baseline in the identification of the respondents involved in the study.  The findings of the study revealed that there was a significant difference between the pre-test and post-test scores of the students in the writing test after the utilization of the Concept Oriented Reading Instruction (CORI). The Z-test also revealed that the performance of the students in the reading test were identical prior to the implementation of the reading strategy. In addition, there is an increment in performance of the students as shown in the learning gains as supported on the theme emerged during the interview among the students.  Furthermore, the study disclosed that teaching reading is best done through a variety of strategies and concepts taught together. This approach in teaching reading integrates reading instruction in the classroom and conceptual scientific knowledge with support of student motivation to read, not only fiction books but also information-based literature. CORI has also strengthened reading engagement as, the interplay of motivation, conceptual knowledge, strategies, and social interaction during reading activities. This supports the claim of plethora of research that the Concept Oriented Reading Instruction (CORI) is deemed effective in enhancing the reading comprehension skills of the students. Keywords: concept oriented reading instruction, reading skills, reading performance of grade 12 students Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20089069 File-URL: https://vertexcorp.org/index.php/irmr/article/view/171 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/171/204 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:171 Template-Type: ReDIF-Article 1.0 Author-Name: Andrew Leo Castrodes Author-Workplace-Name: Department of Education - Cebu City Division Title: Navigating Coping Practices of Out-of-Field Teachers in the Philippine Basic Education: A Meta-Synthesis Publication-Status: Published Abstract: Out-of-field teaching, defined as assigning teachers to subjects outside their area of specialization, remains a persistent concern in Philippine basic education due to teacher shortages and staffing imbalances. While existing studies have extensively documented the challenges associated with this practice, there is limited integrative understanding of how teachers cope across different contexts. This study aimed to synthesize the coping practices of out-of-field teachers and to identify patterns of adaptation and resilience evident in qualitative research. Using a qualitative meta-synthesis approach guided by the PRISMA 2020 framework, sixteen (16) qualitative studies published between 2015 and 2025 were systematically reviewed and analyzed. Data were interpreted using Braun and Clarke’s thematic analysis to generate higher-order themes from the included studies. Findings revealed seven major coping themes: (1) interaction with learners, (2) professional development, (3) instructional planning and preparation, (4) resourcefulness and innovation, (5) emotional resilience and mindset, (6) instructional knowledge and skills enhancement, and (7) collaboration and support systems. Among these, instructional knowledge enhancement and emotional resilience emerged as the most dominant coping practices. The results indicate that coping is not a singular or isolated response but a dynamic and multidimensional process that integrates cognitive, emotional, and social strategies. The study concludes that out-of-field teachers demonstrate strong adaptability and resilience in navigating instructional challenges. However, reliance on individual coping underscores the need for structured institutional support. These findings provide a basis for developing targeted professional development programs, strengthening mentoring systems, improving resource provision, and informing policy interventions to better support out-of-field teachers in diverse educational settings. Keywords: out-of-field teaching; coping practices; meta-synthesis; teacher resilience; Philippines Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20089288 File-URL: https://vertexcorp.org/index.php/irmr/article/view/262 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/262/205 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:262 Template-Type: ReDIF-Article 1.0 Author-Name: Kristine Olaco Title: Emotional Resilience, Crisis Management Practices and Administrative Support of Public-School Teachers During Emergencies Publication-Status: Published Abstract: This study investigated the levels of emotional resilience, crisis management skills, and administrative support among 374 public-school teachers in the Candijay District, Division of Bohol. Adopting a quantitative descriptive-correlational design, the research utilized cluster-random sampling to collect data through structured survey questionnaires. The objective was to evaluate how these three variables interact and support educational continuity during emergencies.The findings revealed that teachers possess a strong level of emotional resilience, specifically excelling in emotional coping and adaptability. Crisis management skills were rated as very high across all dimensions: preparedness, response, recovery, and mitigation. Similarly, administrative support was perceived as very high, with communication support identified as the most effective indicator. Correlational analysis demonstrated significant positive relationships between emotional resilience, crisis management skills, and administrative support. These results indicate that higher levels of support and resilience directly correlate with more effective crisis handling. While landform classification (geographic location) did not significantly impact the level of administrative support received, a significant difference in crisis management skills was observed when respondents were grouped by sex. The researcher concludes that the synergy between a teacher’s emotional fortitude and proactive school leadership is vital for sustaining educational functions during crises. To build upon these strengths, it is recommended that the Division of Bohol prioritizes resilience-building initiatives and specialized crisis preparedness training. Maintaining comprehensive administrative support systems remains essential to ensuring long-term teacher well-being and institutional readiness in the face of future emergencies. Keywords: emotional resilience; crisis management skills; and administrative support Journal: The International Review of Multidisciplinary Research Pages: 215-228 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20093537 File-URL: https://vertexcorp.org/index.php/irmr/article/view/364 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/364/206 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:364 Template-Type: ReDIF-Article 1.0 Author-Name: Yves Van Kenneth Regidor Author-Workplace-Name: Lucena East VI Elementary School Author-Name: Leodegario Jr. Jalos Author-Workplace-Name: Marinduque State University Title: Implementation of Induction Program for Beginning Teachers (IPBT) and its Effect to the Instructional Management Practices of Beginning Teachers Publication-Status: Published Abstract: This study evaluated the implementation of the Induction Program for Beginning Teachers (IPBT) and its effect on the instructional management practices of beginning public school teachers in Region IV-A (CALABARZON). It examined key IPBT components, including self-directed learning, job-embedded learning, mentoring, differentiated supervision, LAC sessions, and INSET, in relation to instructional planning, implementation, and assessment. Results showed that IPBT was fully implemented (M = 4.57), while instructional management practices were always practiced (M = 4.65). Regression analysis revealed that IPBT significantly influenced instructional practices, with INSET, differentiated supervision, and mentoring as strong predictors. Despite challenges such as limited time, diverse learner needs, and resource constraints, teachers applied adaptive and collaborative strategies. Based on the findings, a Transformative IPBT Implementation and Professional Development Model was proposed to strengthen professional support, enhance instructional competence, and promote continuous teacher development, innovation, and improved learner outcomes in public schools. Keywords: Induction Program for Beginning Teachers; Instructional Management; Beginning Teachers; Mentoring; Supervision; Professional Development; CALABARZON Journal: The International Review of Multidisciplinary Research Pages: 229-249 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20093774 File-URL: https://vertexcorp.org/index.php/irmr/article/view/307 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/307/207 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:307 Template-Type: ReDIF-Article 1.0 Author-Name: Jeric Diño Author-Workplace-Name: Paulba National High School Author-Name: Jojim Cordova Author-Workplace-Name: SDO Ligao City Title: Development and Evaluation of Design Thinking Process (DTP)-Based Instructional Materials in Trigonometry Publication-Status: Published Abstract: This study developed and evaluated Design Thinking Process (DTP)-based instructional materials in Trigonometry at Paulba National High School, Schools Division Office of Ligao City, for School Year 2025–2026, and determined their effectiveness in improving students' academic performance and engagement. Grounded in the Triadic Model of DT-Enhanced Mathematical Learning—integrating Constructivism, the Cognitive Theory of Multimedia Learning (CTML), and Self-Determination Theory (SDT)—six DTP-based worksheets with accompanying lesson plans were developed, covering all Most Essential Learning Competencies (MELCs) in Grade 9 Trigonometry. Each worksheet was structured around the five iterative stages of Design Thinking (Empathize, Define, Ideate, Prototype, and Test) and contextualized using locally relevant, real-world scenarios from the community of Paulba, Ligao City. A panel of ten expert evaluators assessed validity using the DepEd LRMDS Evaluation Rating Sheets across content quality, instructional design, and technical characteristics, yielding an overall validity rating of 3.97 (Very Satisfactory). A quasi-experimental pretest–posttest design with two intact Grade 9 sections measured effectiveness; the experimental group recorded a substantially higher mean gain of 23.72 points (T=22.2 at ) compared to 14.55 points in the control group (T=11.04 at ). Student engagement, measured via a researchers-developed 5-point Likert-scale survey (Cronbach's α = 0.979), demonstrated a higher overall mean in the experimental group (4.11 vs. 3.94), with the most pronounced gains in cognitive and self-efficacy dimensions. Although the DTP-based instructional materials revealed several limitations along implementation, need for teacher scaffolding, scope and generalizability, and resource sensitivity, these findings confirm that DTP-based instructional materials are both valid and highly effective in improving trigonometry achievement and fostering multidimensional student engagement among Grade 9 learners. Keywords: design thinking process; instructional materials development; trigonometry education; academic performance; student engagement; quasi-experimental design; mathematics pedagogy Journal: The International Review of Multidisciplinary Research Pages: 250-257 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20094042 File-URL: https://vertexcorp.org/index.php/irmr/article/view/400 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/400/208 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:400 Template-Type: ReDIF-Article 1.0 Author-Name: Harvey Portento Author-Workplace-Name: University of Perpetual Help System Laguna Author-Name: Marivic Tañedo Author-Workplace-Name: University of Perpetual Help System Manila Title: Media Dependency, User Satisfaction and Digital Information Challenges Among College Students in Cainta, Rizal Publication-Status: Published Abstract: This study investigates the levels of media dependency, user satisfaction, and digital information challenges in social media use among college students in Cainta, Rizal, it also examined differences across profile variables and explored the relationship between media dependency and user satisfaction. Students today rely heavily on platforms such as Facebook, Instagram, TikTok, and X. This dependency exposes them to issues including misinformation, cognitive overload, and technical barriers. This study addresses the gap of localized research integrating these variables into a unified framework among Filipino college students and proposes a practical action plan to strengthen media literacy in line with the Sustainable Development Goals. Using a descriptive-correlational design, data were gathered from 355 college students from University of Rizal System – Cainta Campus, One Cainta College, Cainta Catholic College and STI College through a self-made survey questionnaire and analyzed using frequency and percentage, weighted mean with standard deviation, the Kruskal-Wallis test, and Pearson’s r correlation coefficient. Findings revealed a high level of media dependency, particularly in integration into daily life, and a very high level of user satisfaction, with technical accessibility and information quality as key contributors. Respondents also experienced digital information challenges, especially misinformation and cognitive load. There is no significant difference in media dependency, user satisfaction, and digital information challenges when respondents are grouped according to their profile, except for social media usage duration and a significant relationship existed between media dependency and user satisfaction (p < .001). Keywords: Digital Information Challenges; Media Dependency; Media Literacy; Social Media Use; User Satisfaction Journal: The International Review of Multidisciplinary Research Pages: 258-275 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20094403 File-URL: https://vertexcorp.org/index.php/irmr/article/view/281 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/281/209 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:281 Template-Type: ReDIF-Article 1.0 Author-Name: Mike Jordan Mosquito Author-Workplace-Name: University of Perpetual Help System DALTA - Las Piñas, Palawan State University Title: Challenges and Pedagogical Practices of Science Teachers in Rural Palawan: Basis for the Development of a Context-Responsive Pre-Service Science Teachers’ Training Program Publication-Status: Published Abstract: Science education is fundamental to cultivating scientifically literate citizens and fostering engagement with societal issues. In rural schools, however, this potential is constrained by persistent resource shortages, limited infrastructure, and uneven teacher preparation, which collectively diminish instructional quality. This study examined the challenges and pedagogical practices of 15 high school science teachers in rural Palawan through a qualitative‑descriptive phenomenological design. Co‑participants were purposively selected, and their narratives were gathered through semi‑structured interviews and analyzed using Colaizzi’s method. The analysis revealed six emergent themes describing instructional challenges: structural resource constraints, spatial and environmental constraints on teaching, curriculum and institutional pressures, learner preparedness and engagement barriers, socioeconomic and cultural contextual barriers, and professional vulnerability in rural teaching. Alongside these, five emergent themes highlighted adaptive pedagogical practices: deliberate instructional planning and resource design, active and responsive instructional approaches, classroom structuring and learner engagement, assessment and instructional adjustment, and professional and collaborative agency. Collectively, these interconnected themes illustrate how teachers sustain meaningful science learning despite material scarcity, curriculum congestion, and professional stress, demonstrating resilience, improvisation, and collaborative agency in their practice. Building on these insights, the study developed a 5‑Day Context‑Responsive Pre‑Service Science Teacher Training Program designed to strengthen competencies in contextual awareness, resource‑conscious planning, responsive pedagogy, assessment‑driven instruction, and professional resilience. Grounded in authentic rural realities, the study contributes to advancing inclusive and equitable science education by informing teacher education, guiding institutional and policy reforms, and underscoring the importance of sustained support for rural schools and further research on the long‑term impact of context‑responsive preparation. Keywords: context-responsive teacher training; Palawan; pedagogical practices; phenomenology; rural science education; teacher challenges Journal: The International Review of Multidisciplinary Research Pages: 276-292 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20094621 File-URL: https://vertexcorp.org/index.php/irmr/article/view/294 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/294/210 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:294 Template-Type: ReDIF-Article 1.0 Author-Name: Jenny Claire Pecua 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 rapidly transforming the educational landscape by enhancing instructional practices, supporting personalized learning, and improving teaching efficiency. As these technologies become increasingly integrated into classrooms, the role of teacher preparation—particularly through graduate-level training—has gained significant importance. This study examines the influence of graduate-level training on teachers’ integration of Artificial Intelligence (AI) technologies in classroom instruction. A quantitative descriptive-correlational research design was employed, involving 30 teachers who were simultaneously engaged in graduate studies and active teaching. Data were collected using a structured questionnaire and analyzed through descriptive statistics, t-test, and Pearson’s correlation coefficient. Findings revealed that teachers demonstrated a moderate level of AI integration, primarily utilizing AI tools for lesson planning and instructional support rather than for assessment or full classroom implementation. Innovative teaching practices and the perceived influence of graduate training were also rated at a moderate level. Teachers reported moderate challenges, particularly in terms of limited training opportunities, restricted access to AI technologies, and uncertainty regarding their effective use in instructional contexts. The results further indicated no significant difference in AI integration when teachers were grouped according to graduate level. However, a statistically significant moderate positive relationship was found between graduate-level training and AI integration, suggesting that advanced education enhances teachers’ technological competence and confidence. The study concludes that while graduate-level training supports AI integration, effective implementation requires continuous professional development, access to resources, and strong institutional support. Keywords: Artificial Intelligence; AI Integration; Graduate-Level Training; Teaching Practices; Educational Technology; Teacher Development Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20119002 File-URL: https://vertexcorp.org/index.php/irmr/article/view/238 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/238/211 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:238 Template-Type: ReDIF-Article 1.0 Author-Name: Maria Christina M. Cabangon Author-Workplace-Name: Department of Education Author-Name: Joy Montejo Author-Workplace-Name: Marinduque State University Title: Effectiveness of the Gamified Reading Buddy Strategy in Enhancing the Reading Skills and Engagement of Grade 7 Junior High School Learners in Alabat Island National High School, Alabat, Quezon Publication-Status: Published Abstract: Reading difficulties among junior high school learners remain a persistent challenge, particularly for those at the frustration level of literacy development. Addressing this concern requires innovative, evidence-based interventions that not only strengthen literacy skills but also sustain learner motivation. This study investigated the effectiveness of a Gamified Reading Buddy Strategy in enhancing the reading performance of Grade 7 learners at Alabat Island National High School. A quasi-experimental pretest–posttest design was employed, with participants identified through the Philippine Informal Reading Inventory. Learners at frustration level were paired with peers at instructional and independent levels, engaging in structured peer-assisted sessions enriched with gamification elements such as points, badges, leaderboards, and quests. These features were intentionally designed to foster collaboration, healthy competition, and sustained engagement. Data were collected through standardized pretests and posttests, validated instruments, and learner questionnaires, with statistical analysis applied to measure outcomes across multiple literacy domains. Findings revealed significant improvements in reading comprehension, fluency, and vocabulary, alongside heightened learner engagement and motivation. Posttest scores demonstrated upward shifts across literacy domains, confirming the effectiveness of the intervention. Learners also reported increased confidence and enjoyment in reading activities, suggesting that gamification can positively influence attitudes toward literacy. The results highlight the potential of integrating gamification into buddy reading to strengthen literacy outcomes and foster collaborative learning environments. This approach provides educators with a practical framework for enhancing reading instruction, while also addressing motivational barriers. Further research is recommended to examine scalability, sustainability, and long-term impact across diverse educational contexts. Keywords: gamification, peer-assisted learning, reading skills, literacy intervention, learner engagement Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20119465 File-URL: https://vertexcorp.org/index.php/irmr/article/view/237 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/237/212 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:237 Template-Type: ReDIF-Article 1.0 Author-Name: Rommel Postor Author-Workplace-Name: Laguna State Polytechnic University, Infanta National High School Title: Pagpapataas ng Antas ng Kasanayan sa Filipino 9 Gamit ang MP4 (Manood at Paunlarin ang 4 na Kasanayan sa Filipino) Publication-Status: Published Abstract: Pangkalahatang layunin ng pananaliksik na ito na pataasin ang antas ng kasanayan ng mga mag-aaral sa Filipino 9 ng Infanta National High School gamit ang MP4. Ang apat na pangunahing kasanayan na nais linangin ng pag-aaral na ito ay ang kasanayan sa: pag-unawa sa binasa, pag-unawa sa napakinggan, panggramatika, at paglinang ng talasalitaan na nakapaloob sa Most Essential Learning Comptencies ng DepEd. Upang magkaroon ng katuparan ang pag-aaral na ito gumamit ang mananaliksik ng metodolohiyang Quasi-Experimental. Ang mga naging respondente ng pag-aaral na nagmula sa Ika-9 na baitang ay hinati sa dalawang pangkat sa pamamagitan ng random sampling, ang ekspiremental at kontrol na pangkat. Binigyan ang mga respondente ng pretest at posttest upang malaman kung may makabuluhang pagkakaiba sa antas ng kanilang kasanayan bago at matapos gamitin ang MP4. Ang mga nakalap na datos ay itinala at sinuri sa pamamagitan ng mean at t-test.   Sa pamamagitan ng pagsusuri at interpretasyon ng mga nakalap na datos natunghayan ang manipestasyon na bagama’t tumaas ang kasanayan ng mga mag-aaral na nasa kontrol na pangkat na ginamitan ng tradisyonal na pamamaraan hindi maipagkakailang mas higit na tumaas ang kasanayan ng mga mag-aaral sa asignaturang Filipino sapagkat ginamitan sila ng interbensyong MP4. Mahalaga ang ginampanan ng pananaliksik na ito sapagkat ito’y tumugon sa kasalukuyang pangangailangan ng mga mag-aaral na mahubog ang kanilang mga kasanayan sa ilalim ng Modular Distance Learning. Wala mang direktang interaksyon sa proseso ng pagtuturo at pagkatuto, sa pamamagitan naman nito ay nabigyang gabay ang mga mag-aaral upang sa ganun ay mapataas ang kanilang kasanayan. Keywords: MP4, kagamitang bidyo, Filipino, kasanayan, teknolohiya Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20125685 File-URL: https://vertexcorp.org/index.php/irmr/article/view/234 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/234/213 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:234 Template-Type: ReDIF-Article 1.0 Author-Name: Francis Mae Felipe-Mangupit Author-Workplace-Name: Occidental Mindoro State College Title: Gender-Responsive Governance, Social Service Delivery, and Community Satisfaction in SAMARICA Area Publication-Status: Published Abstract: This study examined the extent of gender-responsive governance (GRG) implementation and its relationship to the quality of social service delivery and the level of community satisfaction in the SAMARICA area of Occidental Mindoro, Philippines. Employing descriptive-correlational and predictive research designs, the study assessed key dimensions of GRG, namely institutional mechanisms, protection and promotion of women’s human rights, integration of the Gender and Development (GAD) agenda in local development plans, and resource allocation and financial accountability. It likewise evaluated the quality of social service delivery in terms of social welfare, health, safety and protection, and education-related services, and measured community satisfaction with GRG initiatives. The respondents included 385 community residents selected through proportional random sampling and 299 local government unit (LGU) officials and personnel involved in GAD-related programs. Data were gathered using the Gender-Responsive LGU (GeRL) Self-Assessment Tool developed by the Philippine Commission on Women and analyzed using descriptive statistics, Pearson Product-Moment Correlation, and multiple regression analysis at a 0.05 level of significance.  Findings revealed that gender-responsive governance in the SAMARICA area is strongly implemented, particularly in protecting women’s rights, integrating the GAD agenda in local plans, and establishing institutional mechanisms. Social service delivery was generally rated very good, with education, welfare, and health services receiving high evaluations. Results further showed that while GRG significantly influences the quality of social service delivery, it does not necessarily translate into higher community satisfaction. Among GRG indicators, policies protecting and promoting women’s human rights emerged as the strongest predictor of community satisfaction. Similarly, among social service indicators, only safety and protection services significantly predicted community satisfaction. These findings underscore the importance of rights-based and protection-oriented interventions in enhancing public satisfaction with gender-responsive governance. Keywords: Gender equality and inclusive governance are widely recognized as essential to sustainable development and social justice, with strong implications for public service outcomes and community well-being. In governance studies, increasing attention has been given to how gender-responsive policies contribute not only to equity but also to overall societal satisfaction. Previous research consistently shows that gender equality in governance is associated with improved life satisfaction and better service delivery outcomes. Cross-national studies have found that promoting gender equality benefits both women and men by enhancing overall well-being. Similarly, research in different national contexts highlights that government responsiveness and effective public service delivery significantly influence community satisfaction, with inclusive and gender-sensitive policies further strengthening these effects. Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20125910 File-URL: https://vertexcorp.org/index.php/irmr/article/view/153 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/153/214 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:153 Template-Type: ReDIF-Article 1.0 Author-Name: Paul Mike Omandam Author-Workplace-Name: St. Vincent's College Incorporated Author-Name: Althea Nikka Gerzon Author-Workplace-Name: St. Vincent’s College Incorporated Author-Name: Cherry Mae Amarille Author-Workplace-Name: St. Vincent’s College Incorporated Author-Name: Cheryl Bagood Author-Workplace-Name: St. Vincent’s College Incorporated Title: Effectiveness of an Intervention Strategy for Behavior Modification Among Non-Graded Slow Readers in a Special Education Center Publication-Status: Published Abstract: Ensuring that all learners thrive within an inclusive education system requires intervention strategies that address both academic and behavioral challenges, particularly for Non-Graded Slow Readers who struggle without formal diagnoses or specialized support. Guided by this need, the present research evaluated the effectiveness of a positive reinforcement intervention in modifying behavior and enhancing reading development among two (2) Non-Graded Slow Readers in a Special Education Center, using teacher-made assessments, structured behavioral observations, and reading performance measures to compare outcomes before and after the intervention. Results revealed marked behavioral improvement, with aggressive behavior decreasing from a mean of 0.67 (Sometimes Aggressive) to 0.11 (Not Aggressive) and prosocial behavior increasing from 1.75 (Often Prosocial) to 2.00 (Often Prosocial), while reading development showed slight progress from a mean of 1.00 (Slow Reader) to 1.05 (Mostly Slow Reader). Teachers rated the intervention’s effectiveness very highly (mean = 5.83), and correlation analyses indicated a moderate negative relationship between child behavior and reading development before implementation, as well as a strong positive relationship between behavior improvement and perceived effectiveness. Consistent with Operant Conditioning principles, the findings confirm that reinforcing desirable behavior reduced aggressive responses and stabilized prosocial actions, demonstrating that rewarded behaviors are more likely to recur. The gradual improvement in reading development suggests that better behavior can create conditions more conducive to academic engagement, and stakeholders recognized meaningful changes in the learners’ conduct and responsiveness, reinforcing the quantitative results. These outcomes demonstrate that positive reinforcement is an effective strategy for shaping adaptive behavior patterns and supporting emerging academic readiness among Non-Graded Slow Readers, highlighting its value within inclusive educational environments. Keywords: behavior modification, non-graded slow readers, reading development, intervention strategy, special education Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20126046 File-URL: https://vertexcorp.org/index.php/irmr/article/view/246 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/246/215 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:246 Template-Type: ReDIF-Article 1.0 Author-Name: Raquel Agustin Author-Workplace-Name: Northeastern College Author-Name: Gay Rose Canao Author-Workplace-Name: Northeastern College Author-Name: Jilia Din-As Author-Workplace-Name: Northeastern College Author-Name: Gerlyne Gupaal Author-Workplace-Name: Northeastern College Author-Name: Clarissa Lingbawan Author-Workplace-Name: Northeastern College Author-Name: Gea Longan Author-Workplace-Name: Northeastern College Title: Awareness, Perceptions, and Readiness for Artificial Intelligence (AI) Among Graduate Students Publication-Status: Published Abstract: Artificial intelligence (AI) has made significant contributions to various fields, including education, healthcare, business, and industry. By utilizing machine learning, data analysis, and automation, AI enhances processes and fosters innovations. This study explored graduate students’ awareness, perceptions, readiness, and challenges regarding the use of AI in academic settings. Employing a quantitative descriptive-correlational research design, data were gathered from 25 graduate students through a structured questionnaire using a four-point Likert scale. Descriptive statistics, Pearson’s correlation, and multiple regression analyses were used to analyze the data. The findings indicated that graduate students exhibited very high levels of awareness (M = 3.73), perception (M = 3.54), and readiness (M = 3.38), suggesting that they were well-informed, held positive attitudes, and were prepared to incorporate AI into academic tasks. However, a notable level of challenges (M = 2.92) was also identified, particularly regarding data privacy, ethical considerations, limited institutional support, and technical constraints. Correlation analysis revealed significant relationships among awareness, perceptions, and readiness, with awareness showing a strong positive relationship with readiness (r = 0.760, p < 0.05). Furthermore, regression analysis suggested that awareness significantly predicted readiness, whereas perceptions did not have a statistically significant effect. The study concludes that awareness is a crucial factor in enhancing students’ readiness to use AI, highlighting the importance of strengthening AI literacy in higher education institutions. The findings suggest that institutions should consider implementing training programs, integrating AI into the curriculum, and establishing clear ethical guidelines to support responsible AI use. Additionally, enhancing institutional support and infrastructure would be beneficial in addressing the existing challenges and ensuring effective AI integration Keywords: artificial intelligence; awarenes; perceptions; readiness; graduate students; higher education Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20126416 File-URL: https://vertexcorp.org/index.php/irmr/article/view/254 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/254/216 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:254 Template-Type: ReDIF-Article 1.0 Author-Name: Marites Petarte Author-Workplace-Name: DepEd Cebu Province Title: Teachers’ Preparedness in the Implementation of Inclusive Education in Identified Schools in Cebu Province Publication-Status: Published Abstract: This study examined the level of preparedness of teachers in implementing inclusive education and explored its relationship with selected demographic variables and administrative support. Utilizing a descriptive-correlational research design, the study had 50 teachers across various schools in the division of Cebu Province. Through a validated survey questionnaire measuring preparedness, support systems, and demographic characteristics, frequency counts, percentages, and Pearson’s r correlation were used to analyze the data. Findings revealed that teachers generally demonstrated a moderate level of preparedness for inclusive education, with particular strength in foundational understanding but notable gaps in practical application and individualized instructional strategies. Analysis of support systems showed that while training opportunities and peer mentoring were widely available, structural supports such as assistive technology, co-planning time, and access to SPED specialists remained limited. Results further indicated that among the demographic variables, only formal coursework and workshops/professional development hours showed significant positive correlations with preparedness highlighting the importance of targeted and sustained professional learning. Age, educational attainment, field of specialization, and years of teaching experience showed no significant relationships. Administrative support demonstrated a weak positive but non-significant correlation with teacher preparedness, suggesting that administrative efforts alone do not directly predict readiness unless accompanied by systematic and resource-based supports. Based on the findings, it is concluded that readiness for inclusive education is influenced primarily by the quality and consistency of professional development, rather than demographic factors or general administrative encouragement. Keywords: inclusive education, preparedness, differentiated instruction and classroom management Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20126798 File-URL: https://vertexcorp.org/index.php/irmr/article/view/265 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/265/217 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:265 Template-Type: ReDIF-Article 1.0 Author-Name: Cristine Nival Author-Workplace-Name: Talimagao Primary School Author-Name: John Orbista Author-Workplace-Name: Aklan State University Title: Teaching While Leading: Experiences of Teachers-in-Charge in Multigrade Schools Publication-Status: Published Abstract: This study explores the lived experiences of teachers-in-charge (TICs) in remote multigrade schools within geographically isolated areas (GIA) of the Madalag District, Aklan, Philippines. It specifically seeks to understand how these educators navigate the complex dual-role responsibilities inherent in their positions. Despite national policies specifically aimed at reducing non-teaching workloads, TICs in these contexts continue to perform hybrid instructional and administrative functions, often acting as both the primary educator and the sole school administrator. The research utilized a qualitative descriptive phenomenological design grounded in Husserlian philosophy to capture the deep essence of these lived experiences. Semi-structured interviews were conducted with six purposively selected participants, each possessing at least five years of multigrade teaching and leadership experience. Data analysis was rigorously executed following Giorgi’s Four-Stage Descriptive Phenomenological Method to identify shared experiential structures among the participants. The findings revealed eight major themes that define their tenure: involuntary designation, adaptive trial-and-error learning, systemic resource scarcity, security risks, physiological strain, cognitive overload, relational diplomacy, and professional fulfillment. These results demonstrate that leadership in remote multigrade settings extends far beyond traditional management into complex logistical and relational responsibilities shaped by severe institutional constraints and harsh geographic realities. TICs must manage everything from physical safety to complex community relations while enduring significant cognitive and physical exhaustion. Ultimately, the study highlights persistent implementation gaps in existing workload reduction policies and provides a vital contextual basis for developing localized support mechanisms. Strengthening teacher well-being and ensuring instructional continuity in these remote learning environments remains essential for enhancing overall school effectiveness and educational equity. Keywords: teachers-in-charge (tics); multigrade classrooms; lived experiences; teacher leadership; geographically isolated and disadvantaged areas (GIDA); phenomenological study; educational challenge’s; role conflict Journal: The International Review of Multidisciplinary Research Pages: 365-380 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20126937 File-URL: https://vertexcorp.org/index.php/irmr/article/view/415 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/415/218 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:415 Template-Type: ReDIF-Article 1.0 Author-Name: Moises Baraquia Author-Workplace-Name: Pamantasan ng Cabuyao Title: Baby Boomer in the Digital Era: The Lived Experiences of Senior Citizens in Digital Banking Adoption Publication-Status: Published Abstract: This study looked at how Baby Boomer senior citizens experience digital banking, focusing on what they think, the challenges they face, and how they cope. The research used the Technology Acceptance Model and Socioemotional Selectivity Theory to understand how usefulness, ease of use, emotions, and motivation affect their use of digital financial services. Researchers interviewed ten senior citizen clients from the Philippine National Bank Paseo de Santa Rosa Branch in Laguna who had used digital banking. The analysis showed that participants saw digital banking as convenient and time-saving, but at first, they felt fear, hesitation, and anxiety because they were not familiar with technology and worried about security and fraud. They often struggled to remember passwords, use the apps, and deal with problems like poor internet. Many relied on younger family members for help, making family support an important part of adopting digital banking. Even with these challenges, senior citizens found ways to adapt. They practiced using digital banking, stuck to basic transactions, and often used both digital and traditional banking together. Wanting to be independent and avoid physical strain encouraged them to keep using digital banking. Still, worries about trust and risk affected how much they used these services. The study found that older adults’ use of digital banking depends on technology, emotions, and social support. To help more seniors use digital banking, banks and policymakers should make services easier to use, clearly explain security, and offer training that fits seniors’ needs. These steps will help older adults use digital banking with more confidence and independence. Keywords: instructional supervision; teaching performance; fintech adoption; older adults; mobile banking; user experience; usability barriers; security concerns; family support; qualitative phenomenology Journal: The International Review of Multidisciplinary Research Pages: 381-400 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20127187 File-URL: https://vertexcorp.org/index.php/irmr/article/view/423 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/423/220 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:423 Template-Type: ReDIF-Article 1.0 Author-Name: Delfilyn Betawang Author-Workplace-Name: Castro Elementary School Author-Name: Arnel Agustin Author-Workplace-Name: Nueva Vizcaya State University Title: Localized Learning Activity Sheets and Learners’ Competency in Sequence in Forming Rules, Expressions and Equations Publication-Status: Published Abstract: This study examined the effectiveness of localized learning activity sheets in improving the competency of Grade 6 learners in sequence in forming rules, expressions, and equations at Castro Elementary School during School Year 2025-2026. The study aimed to address the learners’ difficulties in mastering basic algebraic concepts by using contextualized and culturally relevant instructional materials connected to their daily experiences and environment. Using a quantitative quasi-experimental pretest and posttest design, the study involved twenty-eight learners identified as needing support in the least mastered competency. A validated teacher made test was used to gather data before and after the intervention, which were analyzed using descriptive and inferential statistics at 0.05 level of significance. Findings revealed that learners initially demonstrated low competency with 31.57 mean with most unable to reach mastery levels. After the implementation of the localized learning activity sheets, learners showed a modest improvement, reflected in an increase having a 38.36 mean score and a reduction in extremely low performance. Although most remained within the low and average levels, with a computed t-value of -4.10 and a p-value of 0.000 which is less than the 0.05 level of significance, the improvement was statistically significant, indicating that the intervention had a positive effect on learners’ understanding. The study concludes that localized learning activity sheets are effective in enhancing learners’ competency, particularly in supporting both procedural and conceptual understanding. However, these materials alone are not sufficient to achieve higher mastery levels and should be supported with guided instruction and continuous practice. Overall, the use of contextualized materials provides a meaningful approach to developing algebraic thinking among learners. Keywords: Algebraic expressions; learners’ competency; LOCALIZED learning activity sheets; sequence in forming rules; expressions and equations Journal: The International Review of Multidisciplinary Research Pages: 401-407 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20127493 File-URL: https://vertexcorp.org/index.php/irmr/article/view/435 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/435/221 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:435 Template-Type: ReDIF-Article 1.0 Author-Name: Roses Remolazo Author-Workplace-Name: Barat Elementary School Title: Enhancing Letter Name and Sound Recognition Skills Through Gamified Intervention Among Kindergarten Learners Publication-Status: Published Abstract: Early literacy development remains a critical concern in kindergarten education, particularly in the acquisition of letter name and sound recognition skills essential for reading readiness. This study aimed to determine the effectiveness of a structured gamified intervention, the Letter Hunt Game, in improving these foundational literacy skills among kindergarten learners, particularly those with limited prior preschool exposure. A quantitative quasi-experimental one-group pretest–posttest design was employed involving 30 kindergarten learners from three public elementary schools. A researcher-made test was administered before and after a five-week intervention, and data were analyzed using mean, standard deviation, and paired-samples t-test. Findings revealed a substantial improvement in learners’ performance, with mean scores increasing from 2.03 (low) in the pretest to 4.03 (high) in the posttest. The results showed a statistically significant difference (t = -41.71, p < .05), indicating strong learning gains and more consistent performance across participants. The findings suggest that the gamified intervention was highly effective in enhancing letter name and sound recognition skills. The use of structured, interactive, and engaging learning strategies can significantly improve early literacy outcomes. These results highlight the potential of gamified instruction as a practical approach in kindergarten classrooms, particularly for learners needing additional support in foundational reading skills. Keywords: early literacy; gamified intervention; kindergarten learners; letter recognition; phonics skills Journal: The International Review of Multidisciplinary Research Pages: 408-415 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20142937 File-URL: https://vertexcorp.org/index.php/irmr/article/view/457 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/457/222 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:457 Template-Type: ReDIF-Article 1.0 Author-Name: Analyn Pascua Author-Workplace-Name: Bonfal National High School Author-Name: Arnel Agustin Author-Workplace-Name: Nueva Vizcaya State University Title: Development and Evaluation of Instructional Videos in Computer Systems Servicing for Grade 11 Students Publication-Status: Published Abstract: This study developed and evaluated an Instructional Video designed to address the low mastery of Grade 11 Computer Systems Servicing learners in assembling and disassembling computer hardware at Bonfal National High School for School Year 2025 to 2026. Using the ADDIE model, the material was carefully planned, developed, and assessed through a quantitative descriptive approach involving instructional materials experts, and ICT teachers. Findings revealed that the developed video effectively supported learners’ understanding and skill development, as reflected in positive learner feedback. The material obtained a very satisfactory overall rating (M = 3.83), demonstrating high acceptability in terms of content, instructional, technical, and accuracy components, with content quality receiving the highest evaluation (M = 3.90). Although instructional quality was rated slightly lower (M = 3.76), results still confirmed the video’s relevance in classroom instruction. Statistical analysis further showed no significant difference between the evaluations of experts and teachers (p = 0.624 > 0.05), indicating a shared perception of quality and effectiveness. The study concludes that well designed instructional videos can enhance competency-based learning and serve as reliable teaching tools, although continuous improvement in learner engagement strategies is recommended to maximize educational impact. Keywords: ADDIE model; computer systems servicing; instructional material evaluation; instructional video Journal: The International Review of Multidisciplinary Research Pages: 416-422 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20143246 File-URL: https://vertexcorp.org/index.php/irmr/article/view/429 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/429/223 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:429 Template-Type: ReDIF-Article 1.0 Author-Name: Rinalyn Ventura Author-Workplace-Name: Dupax del Norte Central School Author-Name: Arnel Agustin Author-Workplace-Name: Nueva Vizcaya State University Title: Enhancing Grade 5 Learners’ Performance in Division Through Computer- Based Games: An Explanatory Sequential Study Publication-Status: Published Abstract: This study investigated the effectiveness of computer-based games in improving the mathematics performance of Grade 5 learners in dividing whole numbers, including money with and without remainder (M5NS-Ie-f-11), and in solving routine and non-routine problems involving division using appropriate strategies at Dupax del Norte Central School during the School Year 2025–2026. Employing a mixed methods explanatory sequential design, the study combined quantitative and qualitative approaches to obtain a comprehensive understanding of learners’ academic performance and learning experiences. A total of 89 Grade 5 learners were selected through purposive sampling. The quantitative data from pretest and post- test were analyzed using descriptive statistics of frequency, percentage, mean, standard deviation, paired t-test, while the qualitative data from the answer of open-ended items were analyzed using thematic analysis. Findings revealed that learners initially demonstrated low and inconsistent performance in division, as reflected in the pretest mean score of 64.54 and the high variability of scores. Following the implementation of computer-based games, learners’ performance improved significantly, with the posttest mean increasing to 80.80 and score distribution becoming more consistent. Statistical analysis further confirmed a significant difference between the pretest and posttest results, indicating the effectiveness of the intervention. Qualitative findings also showed that learners became more engaged, motivated, and interested in mathematics activities through the use of interactive games. Some learners, however, had problems with cognitive difficulty, technical problems, and instructions during the game. The study findings indicated that computer games can be used effectively in developing the division ability, involvement, and conceptual understanding of learners, provided they are used in conjunction with suitable learning aids and proper teaching. Keywords: computer- based games; division skills; game- based learning; learner engagement; Mathematics performance Journal: The International Review of Multidisciplinary Research Pages: 423-429 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20143487 File-URL: https://vertexcorp.org/index.php/irmr/article/view/443 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/443/224 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:443 Template-Type: ReDIF-Article 1.0 Author-Name: Jemar Castor Author-Workplace-Name: West Visayas State University - Calinog Campus Author-Name: Marvin Turalba Author-Workplace-Name: West Visayas State University - Calinog Campus Author-Name: Manilyn Bellote Author-Workplace-Name: West Visayas State University - Calinog Campus Author-Name: Peter Raymond Castro Author-Workplace-Name: West Visayas State University - Calinog Campus Title: Enhancing Learners' Reading Comprehension Skills through Short Stories Publication-Status: Published Abstract: This study examined the effect of using short stories on the reading comprehension performance of second-year Bachelor of Secondary Education English major students. Using an experimental design, 28 students were divided into control and experimental groups. A validated researcher-developed reading comprehension test was administered as pre-test and post-test. The experimental group was exposed to selected short stories, while the control group received conventional instruction. Data were analyzed using mean scores, independent samples t-test, and dependent samples t-test at a 0.05 level of significance. Results revealed no significant difference between groups in the pre-test, indicating baseline equivalence. However, a significant difference was found in the post-test, with the experimental group showing significantly higher performance. Furthermore, only the experimental group demonstrated significant improvement from pre-test to post-test. The findings suggest that short stories are an effective instructional tool for enhancing reading comprehension. Keywords: Reading Comprehension; Short Stories; Experimental Study; English Majors; Filipino Literature Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20144617 File-URL: https://vertexcorp.org/index.php/irmr/article/view/194 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/194/225 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:194 Template-Type: ReDIF-Article 1.0 Author-Name: Sancheena Cadiz Author-Workplace-Name: Silliman University Senior High School Author-Name: Joshua Soldivillo Author-Workplace-Name: Silliman University Senior High School Title: Shape Characterization and Organ-Specific Distribution of Microplastics in Indian Squid (Uroteuthis duvaucelii) from Dumaguete City Public Market Publication-Status: Published Abstract: Microplastic contamination in marine food resources has emerged as an increasing environmental and food safety concern; however, data on organ-specific microplastic distribution in commercially sold cephalopods in the Philippines remain limited. This study investigated the occurrence, morphology, and organ-specific distribution of suspected microplastics in Indian squid (Uroteuthis duvaucelii) sold in the Dumaguete City Public Market. Using a quantitative descriptive-analytical design, fifteen squid specimens were collected from three market stalls through convenience sampling. Gill and stomach tissues were dissected, chemically digested using 10% potassium hydroxide (KOH), and examined under stereomicroscopy for microplastic identification and morphological classification. A total of 489 suspected microplastic particles were detected across all sampled squid, indicating contamination in 100% of specimens. Of these, 278 particles were recovered from stomach tissues and 211 from gill tissues. Four microplastic morphologies were identified: fragment, fiber, film, and bead. Fragment-shaped particles were the most abundant, comprising 318 particles (65.03%), followed by fibers with 152 particles (31.08%), films with 16 particles (3.27%), and beads with 3 particles (0.61%). Fisher’s Exact Test revealed a statistically significant association between microplastic morphology and organ location (p = 0.005), indicating that the distribution of microplastic shapes differed between gill and stomach tissues. These findings suggest that Indian squid sold in Dumaguete City may serve as a potential vector of dietary microplastic exposure and provide baseline evidence of microplastic contamination in a commercially important cephalopod species in the Philippines. Continued monitoring using polymer-confirmatory analytical techniques is recommended to strengthen future assessments of seafood contamination and associated food safety implications. Keywords: Cephalopods; Microplastic morphology; Microplastic pollution; Seafood contamination; Uroteuthis duvaucelii Journal: The International Review of Multidisciplinary Research Pages: 439-445 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20144964 File-URL: https://vertexcorp.org/index.php/irmr/article/view/267 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/267/226 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:267 Template-Type: ReDIF-Article 1.0 Author-Name: John Arthur Bucane Author-Workplace-Name: J.H Cerillles State College Title: Rice Husk Biomass Valorization in the Circular Bioeconomy: Energy, Soil, and Industrial Applications Publication-Status: Published Abstract: Rice husk is a high-volume lignocellulosic residue that remains underutilized despite its silica-rich composition, leading to environmental pollution and inefficient resource use. This review evaluates integrated valorization pathways within a circular bioeconomy, focusing on energy conversion, soil improvement, and industrial material applications. A systematic review of peer-reviewed studies published from 2000 to 2025 was conducted to synthesize evidence on rice husk utilization across sectors. Studies were screened for relevance and rigor, then grouped into three domains: thermochemical energy processes, agricultural and environmental applications, and industrial material development. Data were extracted and analyzed using thematic synthesis to identify trends, performance outcomes, and research gaps. Results show that one ton of rice husk can generate about 800 kWh of energy and reduce up to 1 ton of carbon emissions through gasification and combustion systems. In agriculture, biochar application increases soil cation exchange capacity by 20 to 30% in sandy soils and improves water retention, nutrient availability, and microbial activity. In industrial applications, rice husk ash contains 85 to 95% amorphous silica, which enhances strength and durability in cement and composite materials and supports pollutant adsorption in water and soil systems. Additional findings highlight its role in water purification, soil stabilization, and development of composites and nanosilica-based materials. Rice husk valorization improves resource efficiency and supports sustainable production across energy, agriculture, and industry. However, variability in processing methods, scalability constraints, and limited long-term validation restrict wider adoption. Integrated, standardized, and field-based approaches are required to enable practical and large-scale implementation. Keywords: agricultural residue utilization, biomass conversion technologies, soil amendment strategies, carbon sequestration in soils, waste-to-resource systems, renewable material development, environmental remediation materials, sustainable resource management Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20145153 File-URL: https://vertexcorp.org/index.php/irmr/article/view/346 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/346/227 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:346 Template-Type: ReDIF-Article 1.0 Author-Name: Aliza Marie Latap Author-Workplace-Name: West Visayas State University - Calinog Campus Author-Name: Jannah Latap Author-Workplace-Name: West Visayas State University - Calinog Campus Author-Name: Geolybert Jr. Armendez Author-Workplace-Name: West Visayas State University - Calinog Campus Author-Name: Jason Servidad Author-Workplace-Name: West Visayas State University - Calinog Campus Author-Name: Ma. Chona Leagogo Author-Workplace-Name: West Visayas State University - Calinog Campus Title: Exposure to English Movies: Learners’ Vocabulary Comprehension and Content Knowledge Publication-Status: Published Abstract: This quasi-experimental pre-test–post-test study, conducted within an action research framework and entitled “Exposure to English Movies: Learners’ Content Knowledge and Vocabulary Comprehension,” aimed to determine learners’ content knowledge and level of vocabulary comprehension. The respondents were thirty BSED 2 English students enrolled during AY 2021–2022 at West Visayas State University–Calinog Campus, selected through convenience sampling. A researcher-made instrument was utilized, consisting of two parts: Part I described the respondents’ profile, while Part II included the pre-test and post-test measuring content knowledge and vocabulary comprehension. The pre-test comprised a 15-item vocabulary test and a 15-item content knowledge test. The intervention involved exposure to three English movies: Little Women, Forrest Gump, and The Hunger Games: Mockingjay. Mean was used for descriptive analysis, while the Wilcoxon Signed-Rank Test and Spearman’s rho were employed for inferential analysis at a 0.05 level of significance. Findings revealed that respondents demonstrated an average level of vocabulary comprehension during the pre-test (M = 9.00), which improved to a high level in the post-test (M = 10.80). In contrast, content knowledge remained at an average level, with pre-test results (M = 9.67) slightly decreasing in the post-test (M = 8.13). The Wilcoxon Signed-Rank Test indicated significant differences between pre-test and post-test scores in both vocabulary comprehension (z = -3.48, p = 0.001) and content knowledge (z = 4.04, p = 0.000). However, Spearman’s rho revealed no significant relationship between the two variables. These findings suggest that exposure to English movies enhances vocabulary comprehension but requires structured instructional support to improve content knowledge. Keywords: Exposure to English Movies; Vocabulary Comprehension; Content Knowledge; English Language Learning; BSED- English Students Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20145452 File-URL: https://vertexcorp.org/index.php/irmr/article/view/196 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/196/228 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:196 Template-Type: ReDIF-Article 1.0 Author-Name: Jay-R Valdez Author-Workplace-Name: University of Perpetual Help System DALTA - Las Piñas, Palawan State University Title: Lived Experiences of Alternative Learning System (ALS) Teachers in Delivering Scientific Literacy and Critical Thinking Skills: Towards an Integrated Structural-Pedagogical Support Framework Publication-Status: Published Abstract: This phenomenological study explored the lived experiences of Alternative Learning System (ALS) teachers in delivering Scientific Literacy and Critical Thinking Skills in the Schools Division of Puerto Princesa. This study examined the significant experiences of ALS teachers, the meanings they attributed to these experiences, the themes that emerged from them, and the framework developed from the findings. Through purposive sampling, 12 ALS teachers who handle Learning Strand 2: Scientific Literacy and Critical Thinking Skills were selected as co-participants. Data were obtained using semi-structured interviews and were analyzed using Colaizzi’s Phenomenological Data Analysis. Consequently, five themes emerged from the analysis: (1) Structural and Resource Constraints; (2) Building Teacher Capacity and Support Systems; (3) Contextual and Experiential Science Teaching; (4) Adaptive Pedagogy for Diverse Learners; and (5) Motivation, Accountability, and Fulfillment in ALS. These emergent themes showed that ALS teachers delivered Learning Strand 2 under difficult and unstable conditions, yet remained committed through flexibility, resourcefulness, contextualized instruction, and learner-responsive strategies. Based on the findings, the ALS-REST Framework was developed as a support framework to strengthen Learning Strand 2 delivery in ALS. This study recommended stronger resource provision, professional development, collaborative support, and localized instructional practices to better support ALS teachers. This study recommends stronger resource provision, professional development, collaborative support, and localized instructional practices to better support ALS teachers. Keywords: ALS teachers; ALS-REST Framework; Alternative Learning System; Colaizzi’s method; phenomenology; scientific literacy and critical thinking skills Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20159793 File-URL: https://vertexcorp.org/index.php/irmr/article/view/295 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/295/229 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:295 Template-Type: ReDIF-Article 1.0 Author-Name: Edsyl Berongoy Peñas Author-Workplace-Name: Pinamula Integrated School-Department of Education Author-Name: Aprell Abellana Author-Workplace-Name: Central Mindanao University Author-Name: James Paglinawan Author-Workplace-Name: Central Mindanao University Title: Instruction-Conformance, Administrative Motivation, and Organizational Politics on the Policy Implementation Practices of School Administrators Publication-Status: Published Abstract: This study examined the underlying factors of policy implementation practices among 500 school administrators in the Division of Bukidnon, Philippines, addressing gaps in the understanding of how Instruction-Conformance, Administrative Motivation, and Organizational Politics Efficiency determine the execution of DepEd policies amid implementing reforms involving MATATAG and EDCOM II. In accordance with Self-Determination Theory (Deci & Ryan, 2000, 2020), Ferris and Kacmar's (1992) organizational politics model, and Honig's (2006) framework, the study addressed five inquiries regarding levels, relationships, and predictions through a validated survey instrument adapted from the work of Domato, Argon & Dilekçi (2016) and Yaak Kur, and colleagues. (2025) /(n.d., as modified by Peñas, 2022). Spearman's rho correlations revealed substantial favorable correlations between all nine sub-variables (r = 0.764–0.822, p = 0.000). Administrative Motivation was among the most significant factor (Intrinsic/Extrinsic r = 0.822). Multiple regression (R = 0.903, R² = 0.816, F = 241.100, p= 0.000) identified Conflict and Resolution (β = 0.166, p = 0.000), Policy Adherence (β = 0.178, p = 0.000), and Impact on School Performance (β = 0.150, p = 0.000) as top predictors, rejecting all null hypotheses. Findings confirm motivated administrators skilled in politics and conformance excel in policy fidelity. Implications urge DepEd to prioritize conflict training, motivation programs, and adherence modules under PPSSH (DepEd Order No. 24, s. 2020), enhancing reforms. Future research should test interventions longitudinally. Keywords: policy implementation, school administrators, administrative motivation, organizational politics, instruction conformance Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20160353 File-URL: https://vertexcorp.org/index.php/irmr/article/view/370 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/370/230 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:370 Template-Type: ReDIF-Article 1.0 Author-Name: Alfa Cielo Barut Author-Workplace-Name: Isabela State University Echague Author-Name: Robin Guillermo Author-Workplace-Name: Isabela State University Echague Title: Vocabulary Learning Strategies and Vocabulary Size of Senior High School ESL Learners Publication-Status: Published Abstract: Vocabulary development continues to be one of the most important yet challenging aspects of learning English among Senior High School students in ESL classrooms. While many learners can communicate using basic English, difficulties often arise when they encounter academic and low-frequency vocabulary needed for higher-level reading comprehension and communication. This study examined the vocabulary learning strategies and vocabulary size of Senior High School students in Burgos, Isabela, and used the findings as the basis for the development of a skills worktext in vocabulary learning. The study employed a quantitative descriptive-correlational research design involving 173 Grade 11 and Grade 12 students. Data were collected using a validated Vocabulary Learning Strategies Questionnaire and Vocabulary Size Test. Frequency count, weighted mean, t-test, Pearson-r correlation, and Cronbach’s Alpha were utilized in analyzing the gathered data. The findings showed that respondents demonstrated mastery at the 2,000-word and 3,000-word levels, while proficiency gradually declined at the 5,000-word and 10,000-word levels. Students commonly relied on dictionary use, inferencing, and contextual learning strategies. Results further revealed that contextual learning, inferencing, metacognitive regulation, activation, and dictionary strategies were significantly associated with vocabulary size, whereas repetitive memorization strategies showed weaker relationships. The study suggests that students develop vocabulary more effectively when learning involves meaningful context, active engagement, and practical language use. Based on the findings, a five-module skills worktext was developed to strengthen vocabulary learning strategies and improve vocabulary growth among ESL learners. Keywords: Vocabulary learning strategies; vocabulary size; ESL learners; inferencing strategies; contextual learning; senior high school students; vocabulary acquisition Journal: The International Review of Multidisciplinary Research Pages: 59-67 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20162714 File-URL: https://vertexcorp.org/index.php/irmr/article/view/450 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/450/231 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:450 Template-Type: ReDIF-Article 1.0 Author-Name: Roxanne May Aranda Author-Workplace-Name: Abinganan Elementary School Author-Name: Arnel Agustin Author-Workplace-Name: Nueva Vizcaya State University Title: Development and Evaluation of Interactive Contextualized E-Learning Resource for Grade 6 Mathematics Publication-Status: Published Abstract: This study aimed to develop and evaluate an interactive, contextualized e-learning resource in Mathematics 6, specifically designed to address the least mastered competency: perform two or more various operations on whole numbers with or without exponents and grouping symbols, as identified by the learners of Abinganan Elementary School in the Bambang II District. Guided by the ASSURE Instructional Model, the researcher developed interactive digital elements, including localized video lectures and immediate feedback exercises, to bridge abstract mathematical concepts with the learners' daily experiences. Using a descriptive-comparative and developmental research design, the resource was evaluated by 21 respondents, including Grade 6 Mathematics teachers and instructional materials experts, through the DepEd LRMDS Evaluation Rating Sheet for Non-Print Materials. The findings revealed that the developed interactive resource earned an overall mean of 3.87, corresponding to a Very Satisfactory descriptive rating, with high scores across Content Quality (M=3.88), Instructional Quality (M=3.85), Technical Quality (M=3.83), and Accuracy (M=3.90). Statistical analysis through a t-test for independent samples yielded a p-value of 0.427, indicating no significant difference between the evaluations of the two groups and confirming a strong professional consensus on the material's quality. The study concludes that the interactive e-learning resource is a valid and pedagogically sound intervention, leading to recommendations for further tests. Keywords: ASSURE; contextualization; development; e-learning; GEMDAS; interactive, validation Journal: The International Review of Multidisciplinary Research Pages: 68-74 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20162896 File-URL: https://vertexcorp.org/index.php/irmr/article/view/452 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/452/232 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:452 Template-Type: ReDIF-Article 1.0 Author-Name: Luvlyn Joy Altura Author-Workplace-Name: Bitnong Elementary School Author-Name: Evangeline Castro Author-Workplace-Name: Nueva Vizcaya State University Title: Teachers’ Utilization of and Challenges on Marungko Approach toward Reading Tracker Development Publication-Status: Published Abstract: This study examined the level of teachers’ utilization of the Marungko Approach in teaching beginning reading and the challenges they encountered, serving as the basis for the development of an instructional material. A quantitative research design was employed, involving 15 Grade 1 teachers from ten public elementary schools in Dupax del Norte I District, Nueva Vizcaya, selected through purposive sampling. Data were collected using an adopted and validated questionnaire covering four components: production of learning resources, teaching strategy, assessment, and recognition. Statistical tools such as mean, standard deviation, frequency, and percentage were used in analyzing the data. Findings revealed that teachers demonstrated a high level of utilization of the Marungko Approach, with an overall mean of 3.87. Among the components, production of learning resources obtained the highest mean, followed by recognition, assessment, and teaching strategy, all interpreted as highly utilized. Despite this, teachers encountered several challenges, including time constraints in preparing materials, limited ICT resources, insufficient budget, pupils’ short attention span, lack of parental support, inconsistent attendance, absence of standardized assessment tools, and limited recognition and support systems. Based on these findings, a Marungko Reading Tracker was developed as a supplementary instructional material to improve monitoring, assessment, and intervention in beginning reading. The study concludes that while teachers effectively implement the Marungko Approach, enhanced institutional support, resource provision, and strengthened home–school collaboration are necessary to address existing challenges and improve reading outcomes among learners. Keywords: Marungko Approach; beginning reading, teachers’ utilization,; instructional materials; reading challenges; Marungko Reading Tracker Journal: The International Review of Multidisciplinary Research Pages: 75-81 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20179312 File-URL: https://vertexcorp.org/index.php/irmr/article/view/455 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/455/233 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:455 Template-Type: ReDIF-Article 1.0 Author-Name: Jeverilyne Marron Author-Workplace-Name: Labni Elementary School Author-Name: Wilhelmina Bullecer Author-Workplace-Name: Nueva Vizcaya State University Title: Teacher and Institutional Readiness for ICT Integration at Bambang II District: Basis for Instructional Technology Intervention Publication-Status: Published Abstract: This study aimed to determine the teacher and institutional readiness in integrating ICT in the Bambang II district during the school year 2025-2026. Data were gathered using the descriptive-correlational research design from 104 public elementary school teachers who were selected using stratified random sampling. The researcher designed questionnaires based on the UNESCO ICT Competency Framework to evaluate the readiness of teachers and institutions in the integration of ICTs. The collected data were analyzed using mean and Spearman's rho. The teachers showed positive attitudes towards technology, pedagogical competence and readiness to use ICT in teaching. Some small areas of weakness were observed in self-efficacy for ICT integration. Similarly, the schools were found to be well led and collaborative in organizational culture and policies which fostered ICT integration. However, there were some weaknesses highlighted in the areas of infrastructure and access readiness. The findings also demonstrated a strong relationship between teacher readiness and institutional readiness, indicating that there is a need for a mutual match between the individual attributes and institutional support systems for successful integration of ICT. Based on the above findings, a Microlearning Package and Learning and Development Activity was developed as an intervention to solve the gaps identified. The package offers flexible and engaging learning materials with technology support that will enhance teachers' ICT competencies and confidence in using technology. The experience has led to the conclusion that while overall ICT readiness levels are good, ongoing professional development, ongoing institutional support and contextualized learning interventions are still necessary to further strengthen the integration and use of ICT and effective technology-supported teaching and learning. Keywords: ICT Competence; ICT Integration; Institutional Readiness; Microlearning; Teacher Readiness Journal: The International Review of Multidisciplinary Research Pages: 82-88 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20179771 File-URL: https://vertexcorp.org/index.php/irmr/article/view/471 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/471/234 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:471 Template-Type: ReDIF-Article 1.0 Author-Name: Marietta Fortos Author-Workplace-Name: Foundation University, Dumaguete City, Negros Oriental, Philippines Author-Name: Maria Chona Futalan Author-Workplace-Name: Foundation University, Dumaguete City, Negros Oriental, Philippines Title: Examining the Drivers and Barriers to Grade 10 Students’ Interest in Learning Mathematics Publication-Status: Published Abstract: This study examined the drivers and barriers to Grade 10 students’ interest in learning Mathematics. It employed a cross-sectional, descriptive, correlational, predictive, and comparative research design. A total of 260 students from secondary schools in Sibulan Districts 1 and 2, Schools Division of Negros Oriental, were selected as respondents through systematic sampling. Data were collected using a validated questionnaire and were analyzed using mean, Spearman’s rho, Multiple Linear Regression, and the Mann-Whitney U test. The findings revealed that students generally had moderate levels of self-confidence, language proficiency, classroom environment, prior experiences in Mathematics, spiral progression exposure, and parental support, while teachers’ instructional practices and personality were rated high. Although students had moderate perceptions of Mathematics’ value, they showed a high recognition of its importance in real-life applications. Generally, students’ interest in Mathematics was at a moderate level, with lower engagement observed in terms of enjoyment and participation in additional learning activities. Correlation analysis showed that self-confidence, sense of value in real life, teachers’ instruction, teachers’ personality, language proficiency, prior negative experience in Mathematics, classroom environment, spiral progression approach, and parental support were significantly related to students’ interest in Mathematics (p < .05). However, regression analysis revealed that only self-confidence, perceived real-life value of Mathematics, classroom environment, and spiral progression approach significantly predicted students’ interest, all with positive effects. On the other hand, teachers’ instruction, teachers’ personality, language proficiency, prior negative experience in Mathematics, and parental support were found to be non-significant predictors (p > .05).  Furthermore, the Mann-Whitney U test indicated no significant differences in students’ perceptions of the influencing factors when grouped according to sex.  Keywords: classroom environment; interest in math; self-confidence; sense of value; spiral progression approach Journal: The International Review of Multidisciplinary Research Pages: 89-104 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20180033 File-URL: https://vertexcorp.org/index.php/irmr/article/view/365 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/365/235 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:365 Template-Type: ReDIF-Article 1.0 Author-Name: Loren Mae Chavez Author-Workplace-Name: Silliman University Senior High School Author-Name: Joshua Soldivillo Author-Workplace-Name: Silliman University Senior High School Author-Name: Brenda Boladola Author-Workplace-Name: Silliman University Senior High School Title: STEM Laboratory Competencies and Sustainable Development Goals: A Senior High School Curriculum Mapping Study in Biology, Chemistry, and Physics Publication-Status: Published Abstract: The integration of sustainability principles into STEM laboratory education remains insufficiently examined, particularly in relation to how curricular competencies align with global sustainability frameworks. This study addresses this gap by analyzing the alignment of Senior High School STEM laboratory competencies in Biology, Chemistry, and Physics with selected Sustainable Development Goals (SDGs), specifically SDG 6 (Clean Water and Sanitation), SDG 13 (Climate Action), SDG 14 (Life Below Water), and SDG 15 (Life on Land). A sequential two-phase design was employed. First, a Delphi method was used to identify and validate laboratory competencies based on expert consensus. Second, the validated competencies were mapped to the selected SDGs using a qualitative curriculum mapping approach, supported by frequency and percentage analyses. The findings revealed that a distinct set of competencies across the three disciplines can be meaningfully classified as laboratory competencies, emphasizing experimentation, measurement, and scientific inquiry. Alignment analysis showed that Chemistry competencies demonstrated the most balanced alignment across the SDGs, particularly in relation to water quality and climate processes, while Biology competencies aligned strongly with terrestrial ecosystems (SDG 15). Physics competencies exhibited moderate alignment, primarily through applications in environmental monitoring and climate-related analysis. However, alignment across all disciplines was found to be largely implicit, with notable gaps in competencies explicitly addressing water systems and marine environments. The study concludes that while existing STEM laboratory competencies provide a strong foundation for sustainability education, more explicit integration of SDG-related contexts is needed. The findings offer practical insights for curriculum development and highlight the potential of laboratory instruction in advancing education for sustainable development. Keywords: curriculum mapping; Delphi study; STEM laboratory competencies; Sustainable Development Goals (SDGs); sustainability education Journal: The International Review of Multidisciplinary Research Pages: 105-112 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20180593 File-URL: https://vertexcorp.org/index.php/irmr/article/view/308 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/308/236 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:308 Template-Type: ReDIF-Article 1.0 Author-Name: Marco Publico Author-Workplace-Name: Philippine Military Academy Author-Name: Russel Arnaldo Author-Workplace-Name: Philippine Military Academy Author-Name: Adoure Fran Mangalus Author-Workplace-Name: Philippine Military Academy Author-Name: Joydee Tayaban Author-Workplace-Name: Philippine Military Academy Title: Integration of National Security Interests in Select Military Education Institutions’ Curricula Publication-Status: Published Abstract: Education uses the curriculum as a means to achieve its aims. National security interests influence military education institutions’ curricula. This study contributes to filling the theoretical and practical knowledge gap on how the military education institutions integrate the national security interests in their curricula. It is an integrative literature review, where the literature is the data analyzed to generate a conceptual model that offers a new perspective on the topic. The data are mainly from Canada’s Royal Military College at Ontario and at Saint-Jean, Japan’s National Defense Academy, the Philippine Military Academy, and the Republic of Korea’s Air Force Academy, Military Academy, and Naval Academy official websites. The literature cum data are public materials. Limited voluntary key informant surveys were conducted for additional data and to substantiate the findings. Researcher triangulation adds rigor. The data revealed qualitative themes related to curriculum content, teaching and learning approaches, faculty enabling, and the role of the technological environment in the integration. The themes support the thesis that the national security interests are integrated in the Future-ready academic and military curriculum content via Outcomes-based teaching-learning approaches of Resilient and enabled faculty members in Technology-driven learning ecosystems, Guided by ideals for the excellent education and training of the cadets who, upon graduation, are future-ready as junior officers of the country’s Armed or Self-Defense Forces. The thesis is summarized as the “FORT-G Model of Integration” that can guide the MEI. Further studies are recommended for better understanding, applicability, and possible enhancement of the model. Keywords: curriculum; integration; military education institution; national security interests; Academy; themes Journal: The International Review of Multidisciplinary Research Pages: 113-123 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20184588 File-URL: https://vertexcorp.org/index.php/irmr/article/view/291 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/291/237 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:291 Template-Type: ReDIF-Article 1.0 Author-Name: Chona Navarro Author-Workplace-Name: Pampanga State University Author-Name: Fhilip Perida Author-Workplace-Name: Pampanga State University Author-Name: John Benneth Viray Author-Workplace-Name: Pampanga State University Title: Pagsusuri sa Antas ng Kaalaman, Pagtanggap at Pagpapahalaga sa Pamahiin sa Panahon ng Gen Z Publication-Status: Published Abstract: Ang pag-aaral na ito ay tumalakay sa antas ng kaalaman, pagtanggap at pagpapahalaga sa mga pamahiin. Ginamit ang sequential explanatory na dulog upang bigyang-diin ang mga nakalap na datos mula sa mga Gen Z. Para sa kanila, nabigyang-diin sa tulong ng estadistika ang naging antas ng kaalaman tungkol sa mga pamahiin at may berbal na interpretasyong alam. Samantala, ang naging antas ng pagtanggap ay natuklasang hindi gaanong katanggap-tanggap, liban sa mga pamahiin sa hapag-kainan. Mula rito ay nabuo ang mga temang naglalarawan ng respeto at mekanismo ng pag-iwas sa mali na binigyang-halaga sa talakay gamit ang Cultural Transmission Theory ni Stuart Hall. Naipakita na walang kaugnayan ang kanilang sosyo-propayl sa antas ng kaalaman at pagtanggap sa mga pamahiin tungkol sa hapag-kainan, pagpapatayo ng bahay at pagtulog sa gabi. Subalit, may kaugnayan ang kasariang babae sa antas ng kaalaman sa mga pamahiin tungkol sa patay o burol. Samantala, may kaugnayan naman ang kasarian sa pagtanggap sa mga pamahiin sa kasal at pagbubuntis.  May kaugnayan naman sa antas ng kaalaman ang espesyalisasyon ng mga kalahok sa kursong Edukasyon kung ang mga pamahiin sa pagsapit ng gabi ang tinutukoy at ang lugar ng tirahan, ang rural, para sa antas ng pagtanggap. Ipinakikita na may alam ang Gen Z sa mga pamahiin, pinahahalagahan ito, subalit di-gaanong tinatanggap sa kabuuan at ang papel sa pagpapalakas ng kultura hinggil sa pamahiin ay iminumungkahing bigyang-pansin sa tulong ng edukasyong pangkultura para sa mas matibay na pag-aakda ng maka-Filipinong identidad.  Keywords: paniniwala sa mga pamahiin; pagpapalakas sa kulturang filipino; papel ng Gen Z sa pagpapayaman ng kultura; preserbasyon ng mga pamahiin sa kasalukuyang panahon Journal: The International Review of Multidisciplinary Research Pages: 492-500 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20185137 File-URL: https://vertexcorp.org/index.php/irmr/article/view/362 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/362/239 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:362 Template-Type: ReDIF-Article 1.0 Author-Name: Asnar Aloro Author-Workplace-Name: Laguna State Polytechnic University – San Pablo City Campus Author-Name: Giselle Carada Author-Workplace-Name: Laguna State Polytechnic University – San Pablo City Campus Author-Name: Irish Elliane Castillo Author-Workplace-Name: Laguna State Polytechnic University – San Pablo City Campus Title: Healing the Planet, Healing Ourselves: Exploring Environmental Education's Influence on Youth Mental Health Publication-Status: Published Abstract: This study explores the impact of environmental education on university students, particularly in relation to Sustainable Development Goals (SDGs) 3 (Good Health and Well-being) and 13 (Climate Action). Through a quantitative research design, data were gathered from fourth-year BS Biology and BS Psychology students using structured survey questionnaires. The study aimed to assess students' awareness of climate change, the effects of eco-anxiety, and the role of environmental education in promoting sustainable behavior and psychological resilience. The findings indicate the importance of environmental education significantly enhances students’ understanding of climate change issues, equipping them with the knowledge and motivation necessary to engage in meaningful climate action. Additionally, results suggest that increased environmental awareness helps alleviate eco-anxiety by fostering a sense of empowerment and proactive engagement, replacing feelings of fear and helplessness with a sense of purpose and involvement. Students exposed to environmental education demonstrated higher levels of resilience, emotional well-being, and commitment to sustainable practices. These results underscore the need for integrating environmental education into university curricula to reinforce both ecological responsibility and mental health resilience. By equipping students with the knowledge, skills, and mindset to address climate challenges. Educational institutions can play a pivotal role in shaping a generation that is not only environmentally conscious but also psychologically prepared to cope with the complexities of a rapidly changing world. Keywords: SDGs 3 – Good Health and Well-being; SDGs 13 – Climate Action; Awareness; Environmental Education; psychological resilience; eco-anxiety Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20186715 File-URL: https://vertexcorp.org/index.php/irmr/article/view/48 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/48/240 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:48 Template-Type: ReDIF-Article 1.0 Author-Name: Miriam Joy Gombio-Pascual Author-Workplace-Name: San Fernando Integrated School Author-Name: Arnel Agustin Author-Workplace-Name: Nueva Vizcaya State University Title: Development and Evaluation of Radio-Based Instructional Material in Araling Panlipunan VI Publication-Status: Published Abstract: This research focused on the development and evaluation of a Radio-Based Instruction (RBI) learning material for Araling Panlipunan, specifically for Grade 6 students at San Fernando Integrated School. Utilizing a quantitative-developmental design based on the ADDIE model to create the RBI learning material, the resource was developed based on the least mastered competencies as identified through the First Quarter Examination in addition to topics related to the Philippine Revolution such as Sigaw sa Pugad Lawin, Tejeros Convention and Kasunduan sa Biak-na-Bato. An evaluation tool was created by adapting the DepEd LRMDS guidelines and data analysis was completed utilizing mean and t-tests. Overall, results indicated a very satisfactory rating (Mean = 3.76) which indicates that the RBI resource meets instructional and technical requirements. In addition to high ratings being obtained across all domains, scriptwriting conventions (mean = 3.80) and intellectual property rights (mean = 3.79) received the highest ratings, however, technical design (mean = 3.69) received the lowest rating; although it also received a very satisfactory rating. Additionally, a statistically significant difference was observed in the domain of intellectual property rights (t = 2.973, p = 0.008) in which Master Teachers provided higher ratings to the RBI resource compared to grade 6 teachers. However, statistically significant differences were not observed in any other domain (P > .05). The results indicate that RBI is a viable and curriculum-based instructional alternative in contexts where access to technology is limited. Keywords: ADDIE mode; araling panlipunan; instructional material development; radio-based instructional material Journal: The International Review of Multidisciplinary Research Pages: 509-517 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20195047 File-URL: https://vertexcorp.org/index.php/irmr/article/view/518 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/518/241 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:518 Template-Type: ReDIF-Article 1.0 Author-Name: Blair Joy Bantilan Author-Workplace-Name: Foundation University Author-Name: Antonia Gueyndoline Despojo Author-Workplace-Name: Foundation University Author-Name: Yvonne Cruz Author-Workplace-Name: Foundation University Title: AI Integration in Learning: Awareness and Utilization among Teachers and Students Publication-Status: Published Abstract: This study explored the integration of Artificial Intelligence (AI) in learning, focusing on teachers’ and students’ awareness and utilization within the District of Siquijor. It used a descriptive-correlational research design. Data were collected through a structured survey questionnaire and analyzed using mean, independent samples t-test, and Pearson Product-Moment Correlation Coefficient. The findings revealed a significant difference in the level of AI awareness between teachers’ and students. Teachers demonstrated a “very high” level of awareness of AI technologies, while students exhibited only a “high” level of awareness. In terms of utilization, teachers reported a “high” extent of AI utilization, whereas students showed relatively lower utilization, suggesting underutilization. Correlation analysis also revealed a statistically significant and strong positive relationship between teachers’ awareness and the extent of their AI utilization. Similarly, students’ awareness was found to be significantly and positively related to their utilization of AI technologies, indicating that higher awareness is associated with greater utilization. It was then concluded that awareness is a key factor influencing the effective utilization of AI technologies in educational settings. Moreover, the adoption of innovative strategies and digital resources is vital for sustaining improvements in the quality of public education amid rapid technological advancement. Keywords: artificial intelligence; AI awareness; AI utilization; digital learning; educational technology Journal: The International Review of Multidisciplinary Research Pages: 518-542 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20208430 File-URL: https://vertexcorp.org/index.php/irmr/article/view/327 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/327/243 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:327 Template-Type: ReDIF-Article 1.0 Author-Name: John Ren Calosa Author-Workplace-Name: University of Perpetual Help System DALTA Author-Name: Rizaldy Medina Author-Workplace-Name: University of Perpetual Help System DALTA Title: Exploring Gender Equality in Alternative Learning System (ALS) Non-Formal Classrooms: Teachers’ Roles in Addressing Gender Inequality and Promoting Equal Opportunities Publication-Status: Published Abstract: This study, aligned with the United Nations’ Sustainable Development Goals 4 (Quality Education) and 5 (Gender Equality), explored how Alternative Learning System (ALS) teachers in Candelaria, Quezon addressed gender inequalities within the non-formal education contexts. Despite the increasing policy attention to gender-responsive education, limited research has examined how these frameworks are enacted in ALS settings. Anchored in Critical Pedagogy and Transformative Learning Theory, this qualitative phenomenological study investigated the lived experiences of ALS teachers in promoting gender equality. Data were gathered through in-depth interviews with selected ALS educators and analyzed using thematic analysis to capture recurring patterns and insights. Findings revealed that teachers actively employed Adaptive Gender-Inclusive Pedagogy (AGIP), integrating gender-fair language and inclusive instructional strategies to challenge entrenched sociocultural norms, including patriarchal beliefs and gender stereotypes. However, these efforts were significantly constrained by systemic barriers, such as limited access to specialized gender-responsive training, inadequate instructional resources, and the competing domestic responsibilities of adult learners. A critical contribution of the study is the identification of a policy–practice gap, particularly the absence of ALS-specific Classroom Observation Tools (COTs) aligned with gender-responsive standards. To address this, the study proposes Project G.R.E.E.T. (Gender-Responsive Education for Empowered Teaching), grounded in the Integral Gender-Responsive ALS Framework (IGRAF), which responds to the multidimensional challenges within the ALS ecosystem. The findings underscore the need to institutionalize a contextualized gender-responsive tool to transform gender equality from a policy aspiration into sustained classroom practice. These insights also inform policymakers and stakeholders in strengthening inclusive ALS programs nationwide. Keywords: Adaptive Gender-Inclusive Pedagogy (AGIP), Alternative Learning System (ALS), Gender-Responsive Education, Project G.R.E.E.T., Social Science Education. Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20215236 File-URL: https://vertexcorp.org/index.php/irmr/article/view/527 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/527/244 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:527 Template-Type: ReDIF-Article 1.0 Author-Name: Jezrel Palumar Author-Workplace-Name: Foundation University Author-Name: Yvonne Cruz Author-Workplace-Name: Foundation University Title: School Heads’ Leadership Styles and Teachers’ Teaching Practices: Basis for Enhancement Program Publication-Status: Published Abstract: This study aimed to examine the leadership styles practiced by school heads and their influence on teachers’ teaching practices. Specifically, it determined the extent to which school heads practice transactional and transformational leadership as perceived by themselves and teachers. An adapted, validated, and reliable questionnaire was utilized, and a descriptive-correlational research design was employed, involving 55 school heads, 218 teachers, and 436 students from selected public schools of Mabinay Districts I, II, III, and IV. The findings revealed that the extent to which the school heads practice both leadership styles is very high, with transformational leadership emerging as dominant. Teachers likewise employed teaching practices to a very high extent, particularly in creating a positive learning environment, promoting active learning, scaffolding learners, delivering explicit instruction, and providing assessment and feedback. A significant difference in perceptions was also observed between the school heads and the teachers regarding leadership styles. Furthermore, a significant positive relationship was established between the dominant leadership style and teachers’ teaching practices. However, no significant differences were found in teaching practices or leadership styles based on demographic and professional profile variables. The study stresses the importance of leadership development initiatives that align school leadership with classroom implementation to promote instructional excellence and improve teaching practices. These findings further suggest that sustained capacity-building and reflective practice among school heads are critical in fostering coherent instructional systems, ensuring alignment between leadership actions and classroom practices, and enhancing teacher effectiveness and student learning outcomes across diverse educational contexts. Keywords: leadership styles; perception; teaching practices; transformational leadership Journal: The International Review of Multidisciplinary Research Pages: 561-579 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20215641 File-URL: https://vertexcorp.org/index.php/irmr/article/view/309 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/309/245 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:309 Template-Type: ReDIF-Article 1.0 Author-Name: Asnar Aloro Author-Workplace-Name: Laguna State Polytechnic University Author-Name: Michelle Flores Author-Workplace-Name: Laguna State Polytechnic University Author-Name: Preachy Mae Valmonte Author-Workplace-Name: Laguna State Polytechnic University Author-Name: Julie Fe Panoy Author-Workplace-Name: Laguna State Polytechnic University Author-Name: Glaiza Calubiran Author-Workplace-Name: Laguna State Polytechnic University Author-Name: Mark Jhon Abela Author-Workplace-Name: Laguna State Polytechnic University Title: Exploring Academic Advantages: Benefits of Bachelor of Science in Biology with Specialization in Microbiology Publication-Status: Published Abstract: Microbiology plays a pivotal role in advancing healthcare, environmental sustainability, biotechnology, and scientific industries. This study investigates the academic and career benefits of specializing in microbiology within a Bachelor of Science in Biology program. Using a descriptive-correlational design, data were collected from 140 participants—including senior high school students, biology undergraduates, and alumni—through structured surveys. Key findings revealed that microbiology specialization significantly enhances critical thinking (M = 3.82), research competence (M = 3.72), and laboratory skills (M = 3.78). Respondents indicated strong career readiness in fields like public health, biotechnology, and clinical microbiology. However, they also reported limited access to advanced lab tools and low program visibility.The findings underscore the rising demand for microbiologists in sectors such as public health, food safety, and environmental management. Strengthening microbiology education through improved laboratory training, targeted career guidance, and alignment with industry needs is essential to equip graduates for emerging global challenges. Keywords: Microbiology education; career opportunities; academic advantage; skills benefits Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20228593 File-URL: https://vertexcorp.org/index.php/irmr/article/view/47 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/47/246 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:47 Template-Type: ReDIF-Article 1.0 Author-Name: Darwin Tohoy Author-Workplace-Name: Western Mindanao State University Title: Teachers’ Strategies and the Needed Interventions for Alleviating Mathematics Anxiety among Students Publication-Status: Published Abstract: Mathematics anxiety is a prevalent issue that negatively impacts students' academic performance in mathematics. This study aimed to address this issue by examining the different mathematical anxieties observed by teachers, the strategies used to reduce them, and the needed interventions to alleviate them. Using a qualitative research design, data were collected from mathematics teachers and stakeholders through semi-structured interviews and surveys, respectively.  Thematic analysis revealed three major types of mathematics anxiety: test anxiety, numerical anxiety, and anxiety toward the course of mathematics. Teachers used various strategies, which include creating a positive learning environment, step-by-step guided instruction, game-based and activity-based learning, brain breaks, and encouraging student participation and autonomy, to help students overcome their anxiety. Additionally, proposed interventions were identified across instructional, behavioral, and academic domains. Instructional strategies include creating a supportive environment, using engaging and interactive teaching methods, and fostering a growth mindset. Behavioral interventions include mindfulness practices, brain breaks, and building strong teacher-student relationships. Academically, the interventions include addressing foundational skill gaps and establishing institutional support systems such as tutoring and emotional counseling to ensure comprehensive student support. This study emphasized the need for continuous efforts in developing effective instructional methods and support systems to promote a more positive and inclusive learning experience in mathematics. Keywords: Math anxiety, teachers’ strategies, interventions, instructional strategies, academic interventions, behavioral interventions Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20229105 File-URL: https://vertexcorp.org/index.php/irmr/article/view/232 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/232/247 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:232 Template-Type: ReDIF-Article 1.0 Author-Name: Jhasmain Amman Author-Workplace-Name: Sulu State University Author-Name: Ricky Morales Jr. Author-Workplace-Name: Sulu State University Title: Impact of Collaborative Learning Strategy Toward Learning Mathematics Concepts Among Junior High School Learners at Sulu State College Laboratory High School Publication-Status: Published Abstract: This study examined the impact of a collaborative learning strategy on learning mathematics concepts among junior high school learners at Sulu State College Laboratory High School. A descriptive–correlational research design was employed involving 120 students selected through purposive sampling during the School Year 2025–2026. The study assessed the extent of the impact of a collaborative learning strategy on learning mathematics concepts, including cognitive understanding, problem-solving skills, and confidence and self-efficacy. It also identified significant differences in the extent of the impact of the collaborative learning strategy across age, gender, grade level, parents' educational attainment, and parents' average monthly income. Furthermore, the study examined the significant correlation among the subcategories subsumed under the impact of collaborative learning strategy toward learning mathematics concepts. Results showed that the majority of respondents were aged 14–15 and that female students comprised the largest proportion. The respondents were evenly distributed across Grades 7, 8, 9, and 10. Most students reported that their parents were college graduates and that their families earned an average monthly income of 10,001–15,000 pesos. Findings revealed that the impact of a collaborative learning strategy on learning mathematics concepts was generally interpreted as Agree regarding cognitive understanding, problem-solving skills, and confidence and self-efficacy. Statistical analyses indicated that there were generally no significant differences in the extent of the impact of the collaborative learning strategy across groups defined by their socio-demographic profiles. Correlation analysis further revealed significant positive Correlation among cognitive understanding, problem-solving skills, and confidence and self-efficacy. Based on the findings, it is recommended that mathematics teachers strengthen the use of collaborative learning strategies to enhance students' conceptual understanding, problem-solving abilities, and confidence in mathematics. School administrators may support the implementation of collaborative instructional practices through training and classroom initiatives. Students are encouraged to actively participate in cooperative learning activities to improve their mathematical competence. At the same time, future researchers may explore additional variables such as mathematics anxiety, motivation toward learning mathematics, prior mathematical knowledge, classroom learning environment, and access to instructional materials and educational technology in relation to collaborative learning and mathematics achievement. Keywords: collaborative learning strategy; learning mathematics; junior high school; cognitive understanding; self-efficacy Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20229279 File-URL: https://vertexcorp.org/index.php/irmr/article/view/257 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/257/248 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:257 Template-Type: ReDIF-Article 1.0 Author-Name: Marjorie Shaine Cristobal Author-Workplace-Name: University of Perpetual Help System-Laguna Title: Early Childhood Behavior, Adult Personalities and Coping Mechanisms of College of Arts and Sciences Students in UPHSL Biñan Laguna Publication-Status: Published Abstract: This study examined the relationship among early childhood behavior, personality traits, and coping mechanisms among college students at the University of Perpetual Help System Laguna using a descriptive-correlational research design. Data were gathered from selected respondents through a structured questionnaire and analyzed using weighted mean and Pearson product-moment correlation coefficient (r) to determine the degree of relationship among variables. The findings revealed that respondents demonstrated generally positive early childhood behavior across social, emotional, and behavioral domains. In terms of personality traits, students exhibited high levels of openness, conscientiousness, and agreeableness, while extraversion and neuroticism were moderately observed. Coping mechanisms were found to be strong, particularly in emotional and academic domains, while social coping was comparatively lower. Correlation analysis showed that early childhood behavior had mostly weak and non-significant relationships with personality traits and coping mechanisms, with only limited significant associations observed in conscientiousness, extraversion, and behavioral regulation. In contrast, personality traits—particularly openness and conscientiousness—showed significant relationships with academic and emotional coping, while neuroticism demonstrated a negative relationship with emotional coping. These findings suggest that while early childhood behavior has minimal direct influence, personality traits play a more significant role in shaping coping mechanisms among college students. The study highlights the importance of strengthening adaptive personality traits and coping strategies through targeted interventions to support students’ academic performance and psychological well-being. Keywords: Early Childhood Behavior; Adult Personalities; Coping Mechanisms; College of Arts and Sciences students Journal: The International Review of Multidisciplinary Research Pages: 618-625 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20229466 File-URL: https://vertexcorp.org/index.php/irmr/article/view/406 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/406/249 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:406 Template-Type: ReDIF-Article 1.0 Author-Name: Ella Total Robles Author-Workplace-Name: Registered Psychometrician Title: Enhancement of Psychological Services for Sexually Abused Women and Children in Residential Facility Publication-Status: Published Abstract: Sexual abuse is a serious violation of human dignity and remains a critical social and public health concern affecting women and children across diverse contexts. Survivors are often placed in residential care facilities due to unsafe home environments or the absence of immediate support systems. While these institutions aim to provide rehabilitation and healing, the delivery of psychological services within the residential care settings remains complex and insufficiently examined. This study aimed to enhance the psychological services provided to sexually abused women and children in residential care. Using qualitative research design, data were collected through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis framework. Findings indicate that service providers describe psychological services as structured and systematic approach, emotionally attuned support, collaborative care and motivational, while also constrained by limited resources. While survivors describe it as structured testing services, feeling safe and supported, with group support and collective healing, creative engagement and limited by schedule of staff. Across both perspectives, service effectiveness was reflected in themes of physical and emotional safety, clear process but uneven effectiveness, transformative with self-development, sharing of power and empowerment with self-determination. While the findings are limited to small sample size and reliance on participants’ subjective accounts, this study provides rich, context-specific insights into experiences and service delivery. The findings highlight strengths alongside critical gaps in psychological assessment, counseling and group interventions. A policy enhancement input is proposed to strengthen institutional responsibility for ethical psychological practice and workforce sufficiency to ensure sustainable psychological care in residential facilities. Keywords: sexual abuse, survivors, psychological services, residential care/facility, qualitative research, policy enhancement inputs Journal: The International Review of Multidisciplinary Research Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20229643 File-URL: https://vertexcorp.org/index.php/irmr/article/view/157 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/157/250 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:157 Template-Type: ReDIF-Article 1.0 Author-Name: Kevin James Binag Author-Workplace-Name: Department of Education - Muñoz National High School Author-Name: Martina Peñalber Author-Workplace-Name: Isabela State University - Main Campus Title: Utilization and Acceptability of Asian Swamp Eel (Monopterus Albus) and Cassava Based Sagip Powder as Ingredients in Siomai Publication-Status: Published Abstract: This study explored the utilization of Asian swamp eel (Monopterus albus) as food product innovation by developing a fortified siomai variant and evaluating its acceptability and nutritional value. It specifically aims to determine whether rice eel, combined with cassava-based Sagip Nutri-Powder, can serve as a viable, nutritious alternative to conventional meat-based siomai. A developmental and experimental research design was employed using four formulations with varying proportions of rice eel flesh and cassava-based fortification. Sensory evaluation was conducted with 75 panelists using a nine-point hedonic scale, while proximate analysis assessed crude protein, fat, fiber, moisture, and ash content. Data were analyzed using descriptive statistics and one-way ANOVA. Results revealed that Formulation II (900 g rice eel and 100 g cassava-based powder) consistently achieved the highest acceptability scores across all sensory attributes, with a general acceptability mean of 8.60 (“Like Extremely”). It also recorded the highest crude protein content (15.50%) and the lowest fat level (3.96%), indicating a favorable nutritional profile. Increasing cassava content improved fiber but slightly reduced protein and sensory ratings. These findings suggest that rice eel siomai fortified with cassava-based powder is both nutritionally beneficial and highly acceptable to consumers, supporting its potential as a sustainable food product. However, optimizing texture and formulation balance remains essential for broader market adoption and product consistency.  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 Pages: 640-650 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20229978 File-URL: https://vertexcorp.org/index.php/irmr/article/view/340 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/340/251 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:340 Template-Type: ReDIF-Article 1.0 Author-Name: Edreson Torteo Author-Workplace-Name: University of the Philippines Los Banos, Los Banos, Laguna, Philippines Author-Name: Joemel Labrador Author-Workplace-Name: Catholic Ming Yuan College, Murcia, Negros Occidental, Negros Island Region Title: Ornamental Garden Profiles, Income Variability, and Determinants in Valladolid, Philippines Publication-Status: Published Abstract: Ornamental horticulture is an emerging and promising industry in the Philippines, providing livelihood opportunities, income security, socio-economic benefits, and personal well-being for growers. This study mapped the spatial distribution, assessed the socio-economic profile, and identified key determinants affecting the productivity of ornamental garden enterprises in Valladolid, Negros Island Region. A total of 28 ornamental gardens were surveyed using a structured instrument with integrated selection criteria. Results revealed a predominantly clustered distribution of ornamental shops in lowland and peri-urban barangays with high road and market accessibility. The majority of garden owners were female (67.86%), middle-aged (31–60 years), married, and had completed secondary education. Households were generally moderate in size, with low income levels, indicating that ornamental gardening primarily serves as a supplementary livelihood. Operational patterns showed small- to medium-scale gardens, long-term experience among owners, and shared household decision-making. Key productivity constraints included limited capital, high input costs, labor shortages, pest and disease incidence, climate-related challenges, and lack of government support. The study underscores the interplay of financial, environmental, institutional, and genetic factors in shaping ornamental horticulture, emphasizing the importance of conserving and utilizing plant genetic resources to enhance crop diversity, resilience, and market potential. Integrated support mechanisms from financial and training can help growers optimize production under variable environmental conditions. These findings provide valuable insights for policy-makers, local authorities, and stakeholders to develop ornamental horticulture as a sustainable socio-economic and ecological livelihood strategy, ensuring both the effective use of plant genetic resources and the long-term viability of small-scale growers. Keywords: Ornamental horticulture, plant genetic resources, spatial distribution, socio-economic profile, smallholder enterprises, productivity determinants, and sustainable livelihoods. Journal: The International Review of Multidisciplinary Research Pages: 651-663 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20230283 File-URL: https://vertexcorp.org/index.php/irmr/article/view/529 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/529/252 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:529 Template-Type: ReDIF-Article 1.0 Author-Name: Benjamen Canlubo Author-Workplace-Name: Cebu Technological University Main Campus – Graduate School Author-Name: Dave Gonzales Author-Workplace-Name: Cebu Technological University Main Campus – Graduate School Author-Name: Jezza Mae Jumamil Author-Workplace-Name: Cebu Technological University Main Campus – Graduate School Author-Name: Aldwin Mag-aso Author-Workplace-Name: Cebu Technological University Main Campus – Graduate School Title: The Role of Code-Switching in the Oral Participation of Grade 12 Academic Students at Marigondon National High School Publication-Status: Published Abstract: This study examines the influence of code-switching on the oral participation of Grade 12 academic students in English class discussions at Marigondon National High School during the second semester of School Year 2025–2026. It aims to identify the factors that lead students to engage in code-switching, determine how frequently it occurs, and evaluate its effects on students’ confidence and participation levels. The study utilizes a quantitative-descriptive research design, gathering data through survey questionnaires administered to selected Grade 12 academic students. The findings reveal that students commonly use code-switching due to limited English vocabulary, fear of making grammatical errors, and the need to express ideas more clearly. Results further indicate that code-switching occurs regularly during discussions and serves as a supportive communication strategy that enhances students’ comprehension and engagement during classroom interactions. Moreover, the study shows that code-switching positively influences students’ confidence by reducing anxiety, creating a more inclusive learning environment, and encouraging students to participate more actively in oral discussions. Anchored on Krashen’s Affective Filter Hypothesis and Long’s Interaction Hypothesis, the findings suggest that code-switching helps facilitate meaningful interaction, lowers emotional barriers in language learning, and supports gradual English language development through guided participation. The study also emphasizes the role of teachers in managing code-switching appropriately to ensure that it functions as a bridge toward language acquisition rather than as a substitute for English communication. The study concludes that code-switching can be an effective instructional tool in promoting active oral participation among learners in English classrooms and may serve as a basis for developing balanced classroom strategies that support both language learning and student confidence. Keywords: Code-switching; oral participation; English discussion; student confidence; language learning; grade 12 academic students Journal: The International Review of Multidisciplinary Research Pages: 664-670 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20230509 File-URL: https://vertexcorp.org/index.php/irmr/article/view/366 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/366/253 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:366 Template-Type: ReDIF-Article 1.0 Author-Name: Karen Dela Peña Author-Workplace-Name: University of Nueva Caceres Title: Development of Google Classroom as a Learning Management System in Teaching English in Grade 4 Publication-Status: Published Abstract: Class interruptions caused by adverse weather conditions create learning gaps and disrupt instructional continuity. This study examined the utilization of Google Classroom as a learning management system (LMS) to support continuous learning for Grade 4 English pupils at Ratay Elementary School, Calabanga East District, during the first quarter of the 2024–2025 school year. Specifically, the study analyzed eight official MATATAG Grade 4 English lesson exemplars in terms of content, structure, and assessment. It used the results to design and develop a Google Classroom aligned with the MATATAG Most Essential Learning Competencies. The study employed a descriptive-developmental research design guided by the Analysis–Design–Development (ADD) model. Eight lesson exemplars served as the primary materials for analysis, while the developed Google Classroom prototype was evaluated by five Master Teachers using a three-point appropriateness scale. In addition, the study considered the alignment of instructional materials with learners’ needs, accessibility of content, and the integration of interactive features to enhance engagement in an online environment, ensuring relevance and usability for learners. Findings revealed that all Google Classroom components were rated Appropriate to Very Appropriate, with mean scores ranging from 2.30 to 3.00. The Topic Outline, PowerPoint presentations, and Q&A sessions were considered particularly effective in organizing lessons and promoting interaction. However, challenges such as cognitive overload, uneven participation, assessment difficulties, and late submissions were identified. The study concludes that a well-designed Google Classroom can effectively support instructional continuity and enhance learners’ conceptual understanding during class disruptions, while also encouraging independent learning and digital literacy skills among pupils, especially in flexible learning contexts. Keywords: Learning Management System; Google Classroom; Lesson Exemplars Journal: The International Review of Multidisciplinary Research Pages: 671-686 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20237015 File-URL: https://vertexcorp.org/index.php/irmr/article/view/382 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/382/254 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:382 Template-Type: ReDIF-Article 1.0 Author-Name: Therese Claire Gulipatan Author-Workplace-Name: Lyceum of the Philippines University Author-Name: Rosemarie Ann Mantes Author-Workplace-Name: Lyceum of the Philippines University Author-Name: Isai Michelle Pelene Glorioso Author-Workplace-Name: Lyceum of the Philippines University Author-Name: Ms. Reymarie Lobo Author-Workplace-Name: Lyceum of the Philippines University Title: Beyond the View: Disaster Risk Preparedness and Management of the Top Tourist Attractions in Tagaytay City, Cavite Publication-Status: Published Abstract: The current study evaluated the degree of disaster risk preparedness level of the managers from the top tourist spots in Tagaytay City, Cavite, where volcanic eruption, earthquake, typhoon and landslide disaster risk is prevalent. Descriptive research design was used where data were collected using survey questionnaires given to tourism establishment managers. Survey results showed that respondents had high awareness of disaster risks with the Grand Mean of 3.67 and good level of implementation of basic measures in terms of emergency plans, coordination and possible hazards that may endanger their business. Nonetheless, respondents indicated that there was lack in resource allocation and management, obtaining the lowest mean score of 2.8 and updating disaster preparedness plan, having Mean score of 2.4. Museums and parks, according to findings, were more disaster-ready as compared to other tourism establishments due to effective organizational policies and more experience in managing disasters due to their more contact with people. Based on findings, while the level of disaster risk awareness among tourism establishments in Tagaytay is high, there is still need to enhance resource management, staff readiness, monitor disaster risk preparedness and government intervention to ensure safety of tourists. Mandatory disaster risk drill can be recommended for all tourism establishments, along with strengthening partnership between government and private sector to implement capacity-building programs and tailor-made disaster management plan for different types of tourism businesses. For future research, it is highly recommended that a larger sample of tourism-related businesses will be surveyed to have comprehensive picture of disaster risk preparedness among the tourism industry. Keywords: risk management; disaster preparedness; tourist attractions; natural hazards; tourism resilien Journal: The International Review of Multidisciplinary Research Pages: 687-692 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20237159 File-URL: https://vertexcorp.org/index.php/irmr/article/view/405 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/405/255 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:405 Template-Type: ReDIF-Article 1.0 Author-Name: Patricio Bahal Author-Workplace-Name: Lamo National High School Author-Name: Merlie Binay-an Author-Workplace-Name: Nueva Vizcaya State University Title: Social Subsistence: The Case of Student Parents Publication-Status: Published Abstract: This qualitative research, which employed phenomenological approach, investigated the social lives of two (2) teen parents who were enrolled in the Senior High School program in a public secondary school in the Schools Division of Nueva Vizcaya. It analyzed the social practices and academic behaviors of Mario (Case 1) and Lanie (Case 2). The themed information collected from the subjects themselves, as well as from the identified reliable informants, revealed that both of them are financially struggling for their education while struggling for their familial responsibilities and obligations. Both cases also experience difficulty in managing their time for their school and family work. In addition, they are also socially less active because of the demands of care and attention for their child, and life partner, too. As such, Case 1 and Case 2 need scholarships and other humanitarian programs for them to pursue and finish their education while showing up for their family obligations. Moreover, the teen parents, based on the narratives of the informants and the subjects themselves, need support groups which are genuinely willing to help them pursue their education and ease the academic challenges they are confronted with. It is therefore imperative for school managers and administrators, together with the teachers and parents, and the school community in general, to strengthen school partnership initiatives, to maintain scholarship, financial, and guidance programs for needy students, and to enforce youth activities such as sports competitions, leadership training, wellness programs, and others, to alleviate such social challenges among teenagers, especially young parents.  Keywords: Early marriage; senior high school; subsistence; teenage pregnancy Journal: The International Review of Multidisciplinary Research Pages: 693-697 Volume: 1 Issue: 5 Year: 2026 Month: May DOI: 10.5281/zenodo.20237563 File-URL: https://vertexcorp.org/index.php/irmr/article/view/300 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/300/256 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:5:id:300