Template-Type: ReDIF-Article 1.0 Author-Name: Dr. Sesenio B. Sereno III Author-Workplace-Name: Vertex International Research and Consultancy Corp. Title: Evaluating the Effectiveness of Six Sigma in a Manufacturing Plant: Basis for Strategic Planning Publication-Status: Published Abstract: Six Sigma represents one of the most widely adopted quality management methodologies in manufacturing, yet empirical evidence quantifying its effectiveness across multiple performance dimensions remains limited, particularly in Philippine manufacturing contexts where implementation challenges and resource constraints may affect outcomes. This quantitative quasi-experimental study evaluated the effectiveness of Six Sigma implementation in a medium-sized electronics manufacturing plant in Laguna, Philippines, during 2025. Using a pretest-posttest design, the study compared operational performance metrics before and after 12-month Six Sigma implementation across four departments (production, quality assurance, maintenance, and supply chain) involving 180 employees. Data were collected through organizational records, process measurements, and structured surveys assessing Six Sigma implementation levels (training completion, project participation, tool utilization, cultural integration) and operational effectiveness indicators (defect rates, process capability, cycle time, cost of poor quality, productivity, customer satisfaction). Pretest measurements conducted in January 2025 established baseline performance, followed by systematic Six Sigma deployment including training, project teams, and DMAIC methodology application, with posttest measurements conducted in December 2025. Results revealed statistically significant improvements across all effectiveness indicators following Six Sigma implementation. These findings provide robust empirical evidence supporting Six Sigma effectiveness for manufacturing performance improvement and offer data-driven foundation for strategic planning decisions regarding quality initiative investments. Keywords: manufacturing excellence; operational effectiveness; process improvement; quality management,; six sigma Journal: The International Review of Multidisciplinary Research Pages: 1-9 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.587 File-URL: https://vertexcorp.org/index.php/irmr/article/view/587 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/587/317 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:587 Template-Type: ReDIF-Article 1.0 Author-Name: Jessie Ray Mangundayao Author-Workplace-Name: Mindoro State University Title: Confirmatory Factor Analysis of a New Standardized Observation Instrument for Pre-Service Teaching: A Validation Study Publication-Status: Published Abstract: This study focused on developing and validating a new standardized observation instrument for pre-service teachers, aligning it with the Philippine Professional Standards for Teachers (PPST) and the Competency-Based Teacher Rating and Management System (COT-RPMS). The initiative was prompted by a previous study highlighting the need to align existing evaluation tools with national standards, a concern echoed by school heads and principals during post-conference feedback sessions. The instrument was designed to assess five key domains of teaching competency: Curriculum Planning and Implementation, Learning Environment and Instruction, Assessment and Feedback, Professionalism and Classroom Management, and Technology Integration. A Confirmatory Factor Analysis (CFA) was employed to validate the instrument's structure. Results of the CFA showed a strong model fit, with all fit indices meeting or exceeding acceptable thresholds (GFI = 0.926, CFI = 0.963, TLI = 0.905, RMSEA = 0.061). The factor loadings for all items were high, ranging from 0.592 to 0.919, confirming their strong correlation with their respective domains. Inter-rater reliability analysis using Cohen's Kappa (κ=0.82) and internal consistency reliability using Cronbach's alpha (α=0.85) indicated high levels of consistency and agreement among observers, ensuring the tool's objectivity. These findings collectively establish the instrument's construct validity and reliability, affirming its suitability as a standardized, objective, and evidence-based tool for evaluating pre-service teacher performance and guiding their professional development. The study successfully addresses a critical gap in teacher education, providing a valid and reliable instrument that aligns with national standards and prepares future educators for the demands of the profession. Keywords: pre-service teaching; observation instrument; COT-RPMS; PPST; confirmatory factor analysis; classroom observation tool; teacher education Journal: The International Review of Multidisciplinary Research Pages: 10-17 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.354 File-URL: https://vertexcorp.org/index.php/irmr/article/view/354 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/354/356 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:354 Template-Type: ReDIF-Article 1.0 Author-Name: Antonio Caesar Valencia Author-Workplace-Name: Juan F. Triviño Memorial High School, Ateneo de Naga University Author-Name: Leonor Lynette Mendoza Author-Workplace-Name: Ateneo de Naga University Title: The Filipino Social-Emotional Learning Scale (FSEL): A Multidimensional Measurement Model Publication-Status: Published Abstract: This instrument aimed to develop the Filipino Social-Emotional Learning (FSEL) Scale as a culturally relevant SEL tool to measure the unique social-emotional dynamics of Filipino students from Grade 7 to college. With a 100-item self-report inventory using a 5-point Likert scale, Exploratory Factor Analysis (EFA) was utilized to randomly split the subsample, followed by Confirmatory Factor Analysis (CFA). This reduced the initial 100-item to 67 items. The sampling adequacy measure (KMO = 0.945) and Bartlett’s test of sphericity resulted at X² = 5322.1, df = 2346, p <0.001 confirmed the appropriateness of extraction and revealed six factors, accounting 76.41% of the variance. The FSEL Scale showed an excellent internal consistency and reliability with a Cronbach’s alpha of 0.985. Each factor also has high reliability: Pakikipagkapwa (α = 0.987), Kamalayan sa Sarili (α = 0.984), Kasipagan (α = 0.975), Pagkamakatao (α = 0.961), Pagmamalasakit (α = 0.916), and Pakikiramdam (α = 0.958). Fit indices indicated that the FSEL Scale showed an acceptable model fit (X² (5694, N=376) = 13, 271, p < 0.001, X²/df =2.33, CFI = .91, TLI = .90, RMSEA = .08, and SRMR = .03) which implied that the proposed factor structure is supported by the data. Minor model refinement may still improve the fit. More so, during the Pilot testing, the FSEL’s convergent validity showed a statistically significant positive correlation with Panorama SEL, a widely used SEL assessment tool (r = 0.752, p <0.001) which implied that the locally developed FSEL scale accurately measured the same construct. The FSEL Scale’s psychometric properties affirmed its potential as an effective instrument in assessing SEL. Keywords: social-emotional learning; psychometric properties; multidimensional model; exploratory factor analysis; and confirmatory factor analysis Journal: The International Review of Multidisciplinary Research Pages: 18-27 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.528 File-URL: https://vertexcorp.org/index.php/irmr/article/view/528 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/528/357 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:528 Template-Type: ReDIF-Article 1.0 Author-Name: Adzfar Wahid Author-Workplace-Name: Universidad de Zamboanga Author-Name: Abnir Arilin Author-Workplace-Name: Universidad de Zamboanga Author-Name: Jenny Rose Etrata-Jimlani Author-Workplace-Name: Universidad de Zamboanga Author-Name: Alprince King Biri Author-Workplace-Name: Stratworks Research Inc Author-Name: Al-binmar Andas Author-Workplace-Name: Western Mindanao State University Author-Name: Fhadzmar Dammang Author-Workplace-Name: Sulu State University Author-Name: Gisel Andutan Author-Workplace-Name: Sulu State University Title: Sociolinguistic Functions and Perceived Influence of Slang Language on Academic Communication among College Students Publication-Status: Published Abstract: This study examined the sociolinguistic functions and perceived influence of slang language on academic communication among college students. Specifically, it investigated students’ perceptions regarding slang language in terms of grammar, vocabulary, diction, and language usage, and determined whether significant differences existed when grouped according to demographic profile variables. The study employed a quantitative descriptive-survey research design involving forty Bachelor of Arts students from the School of Education, Arts, and Sciences of Universidad de Zamboanga. A structured questionnaire was utilized as the primary data-gathering instrument, while weighted mean, t-test, and one-way analysis of variance were used for statistical analysis. Findings revealed that students demonstrated a high level of perception regarding the influence of slang language on academic communication, particularly in diction and language usage. Results further showed no significant differences in students’ perceptions when grouped according to sex, age, ethnicity, and monthly income, suggesting that slang language has become a shared communicative practice among college students regardless of demographic background. The study concludes that slang language functions as a socially meaningful linguistic practice shaped through identity formation, peer interaction, and digital communication culture. The findings highlight the importance of promoting sociolinguistic awareness and context-appropriate language use in higher education while recognizing the evolving communication practices of contemporary students. Moreover, the study contributes to sociolinguistic and educational communication research within the Philippine context by providing localized evidence on how informal linguistic practices influence student interaction, expressive communication, and academic discourse in multicultural university environments shaped increasingly by technology-mediated communication and youth culture. Keywords: academic communication; college students; slang language; sociolinguistics; youth communication Journal: The International Review of Multidisciplinary Research Pages: 28-36 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.539 File-URL: https://vertexcorp.org/index.php/irmr/article/view/539 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/539/358 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:539 Template-Type: ReDIF-Article 1.0 Author-Name: Adzfar Wahid Author-Workplace-Name: Universidad de Zamboanga Author-Name: Abnir Arilin Author-Workplace-Name: Universidad de Zamboanga Author-Name: Alprince King Biri Author-Workplace-Name: Stratworks Research Inc. Author-Name: Fhadzmar Dammang Author-Workplace-Name: Sulu State University Title: Institutional Support Systems among University Educators in Higher Education Publication-Status: Published Abstract: This study examined institutional support systems among university educators in higher education institutions. Specifically, the study investigated organizational dimensions including compensation, promotion, leadership style, benefits, welfare facilities, recognition and rewards, relation and cooperation, communication, working conditions, training and development, career development opportunities, work-life balance, work stress, organizational culture, teamwork, job clarity, participative management, and job security. The study employed a quantitative descriptive-survey research design involving 33 teaching and non-teaching faculty members from Universidad de Zamboanga selected through purposive quota sampling. Data were gathered using a structured survey questionnaire and analyzed using frequency count, percentage distribution, weighted mean, and ranking. Findings revealed that the respondents generally perceived institutional support systems at a high level, indicating the presence of supportive organizational structures and workplace practices within the university environment. Teamwork, relation and cooperation, and organizational culture emerged as the highest-rated dimensions, suggesting the importance of collaborative workplace relationships and positive institutional climates among educators. Meanwhile, work stress obtained the lowest assessment, indicating that occupational pressures remain evident despite the existence of institutional support mechanisms. The findings further revealed no significant differences in respondents’ perceptions of institutional support systems when grouped according to demographic profile variables. The study contributes to higher education organizational research by reframing traditional job satisfaction dimensions into broader institutional support indicators that shape educators’ professional experiences and organizational engagement. The findings emphasize the importance of strengthening collaborative organizational cultures, professional support mechanisms, and responsive workplace policies in fostering sustainable and supportive higher education environments. Keywords: institutional support systems; higher education; university educators; professional sustainability Journal: The International Review of Multidisciplinary Research Pages: 37-46 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.540 File-URL: https://vertexcorp.org/index.php/irmr/article/view/540 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/540/359 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:540 Template-Type: ReDIF-Article 1.0 Author-Name: Jay Ramon Alayon Author-Workplace-Name: Filamer Christian University, Capiz State University Burias Campus Title: Personal and Professional Challenges and Teaching Effectiveness of Physical Education Teachers: An Input to P.E. Support Toolkit Publication-Status: Published Abstract: This survey-correlational study was conducted to determine the personal and professional challenges and teaching effectiveness of Physical Education teachers in the Schools Division of Capiz, for the School Year 2025-2026. The participants of the study were the eighty-three (83) Physical Education Teachers randomly selected from a population of one hundred five (105) using stratified sampling, and twenty (20) students per Physical Education teacher were randomly selected using quota sampling in the Schools Division of Capiz. Data were gathered using researcher-made questionnaires consisting of 36 items for personal challenges and 39 items for professional challenges. These instruments were pilot-tested among thirty-six (36) Physical Education teachers in the Schools Division of Roxas City. Teaching effectiveness was measured using a 25-item standardized questionnaire adapted from Monserate (2018). The major findings of the study revealed that the levels of personal challenges and professional challenges of Physical Education teachers were both “high.” Likewise, the teaching effectiveness of Physical Education teachers was rated “high.” The results further showed that there was no significant difference in teaching effectiveness when teachers were grouped according to the levels of their personal and professional challenges. Moreover, there was a significant relationship between personal and professional challenges. However, no significant relationship was found between personal challenges and teaching effectiveness, as well as between professional challenges and teaching effectiveness. Based on the findings of the study, the primary output is the development of a Physical Education teacher support toolkit entitled PEdayon: A Support Toolkit for Managing Life and Work Challenges to Sustain Teaching Effectiveness. Keywords: personal challenges; professional challenges; teaching effectiveness; physical education teachers; support toolkit Journal: The International Review of Multidisciplinary Research Pages: 47-61 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.534 File-URL: https://vertexcorp.org/index.php/irmr/article/view/534 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/534/360 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:534 Template-Type: ReDIF-Article 1.0 Author-Name: Sherilyn Albania Author-Workplace-Name: University of Nueva Caceres Title: Development of Google Classroom as a Learning Management System for Grade 4 Filipino Instructions Publication-Status: Published Abstract: This study examined the use of Google Classroom as a learning management system (LMS) to address classroom disruptions and improve the learning outcomes of Grade 4 Filipino learners. It aimed to analyze lesson exemplars in terms of content, structure, and assessment; design a Google Classroom platform targeting least-mastered competencies; and refine the platform through expert evaluation. The study responds to the need for structured, flexible, and technology-supported instruction in elementary language education. A developmental research design guided by the Analysis–Design–Development (ADD) model was employed. Lesson exemplars were analyzed using a validated checklist, while the developed Google Classroom prototype was evaluated by five Master Teachers using a structured rating instrument. Quantitative data were analyzed using mean scores, and qualitative feedback was examined through thematic analysis. Findings revealed that while lesson exemplars were culturally relevant and logically sequenced, they showed inconsistencies in scaffolding, limited higher-order thinking activities, minimal differentiation, and partial alignment of assessments with competencies. The developed platform incorporated structured lesson navigation, multimedia presentations, interactive learning tasks, and formative assessments to support learner engagement and continuity of instruction. Expert evaluation results showed that most components were rated “Very Appropriate” (M = 2.75–2.90), while some were rated “Appropriate” (M = 2.28–2.32), indicating areas for refinement. The study concludes that a systematically designed and iteratively refined Google Classroom platform can effectively address instructional gaps and support competency-based learning. It underscores the importance of scaffolded, interactive, and learner-centered digital environments in enhancing elementary Filipino instruction. Keywords: google classroom; learning management system; filipino instruction; instructional design; digital learning Journal: The International Review of Multidisciplinary Research Pages: 62-74 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.378 File-URL: https://vertexcorp.org/index.php/irmr/article/view/378 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/378/361 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:378 Template-Type: ReDIF-Article 1.0 Author-Name: Sittie Aina Osmeña Author-Workplace-Name: Department of Education Author-Name: Riches Tortola Author-Workplace-Name: Bukidnon State University Title: Influence of Collaborative Leadership And Work Life Balance and Their Perception Towards Teachers’ Empowerment Publication-Status: Published Abstract: This study determined the influence of collaborative leadership and work–life balance on teachers’ empowerment. Specifically, it examined the level of collaborative leadership in terms of shared decision-making, trust, and communication; the extent of work–life balance in terms of time management, role conflict, and support systems; and the level of teachers’ empowerment. It also tested the significant relationship among these variables. A quantitative correlational research design was employed using a survey questionnaire adapted from Sanders (2022). A five-point Likert scale was utilized to measure the variables. Weighted mean and standard deviation were used to determine the levels of collaborative leadership, work–life balance, and teachers’ empowerment, while the Pearson r Product-Moment Correlation Coefficient was used to test the relationships among variables. Results revealed that teachers demonstrated a high level of collaborative leadership in terms of shared decision-making, trust, and communication. They also exhibited a high extent of work–life balance and a high level of empowerment. Furthermore, the findings indicated no significant relationship between collaborative leadership, work–life balance, and teachers’ empowerment. Thus, the null hypothesis was not rejected. The study highlights the importance of sustaining collaborative practices and supporting teachers’ well-being to maintain their level of empowerment in the school setting. Keywords: collaborative leadership; shared decision-making; trust; communication; work-life balance; time management; role conflict; support systems; teachers’ empowerment Journal: The International Review of Multidisciplinary Research Pages: 75-89 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.251 File-URL: https://vertexcorp.org/index.php/irmr/article/view/251 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/251/362 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:251 Template-Type: ReDIF-Article 1.0 Author-Name: Chyntia Cardenas Author-Workplace-Name: Nueva Vizcaya State University Author-Name: Laila Hernandez Author-Workplace-Name: Nueva Vizcaya State University Title: Kabisaan ng Bridging Strategy sa Pagpapaunlad ng Kamalayang Ponolohikal ng mga Mag-aaral sa Piling Paaralan sa Distrito ng Bambang I Publication-Status: Published Abstract: Ang pag-aaral na ito ay naglayong suriin ang kasanayan sa pagbasa ng mga mag-aaral ng Baitang 1 batay sa kanilang kamalayang ponolohikal at alamin ang epekto ng Bridging Strategy sa pagpapaunlad ng kanilang kasanayan sa literasi. gumamit ng deskriptibong kwantitatibo at kwalitatibong disenyo na may experimental approach upang masukat ang antas ng kasanayan bago at pagkatapos ng implementasyon ng Bridging Strategy. Kasama rin sa pag-aaral ang pagsusuri sa mga hamon na nararanasan ng mga guro sa paggamit ng nasabing pedagogical approach. Bago ang implementasyon ng Bridging Strategy, karamihan sa mga mag-aaral (85%) ay nasa antas ng katamtamang husay, samantalang 5% lamang ang mahusay at 10% ang mahina. Pagkatapos ng paggamit ng Bridging Strategy, 65% ng mga mag-aaral ang nakamit ang napakahusay na antas at 35% ang mahusay, na nagpapakita ng malinaw na pag-unlad sa kanilang literacy skills. Ipinakita rin ng dependent t-test ang makabuluhang pagkakaiba sa pretest at posttest scores (t = 11.46, p < 0.001), na nagpapatunay sa bisa ng Bridging Strategy sa pagpapahusay ng kasanayan sa pagbasa ng mga mag-aaral. Natukoy din ang tatlong pangunahing hamon sa paggamit ng Bridging Strategy ng mga guro na kinabibilangan ng kakulangan sa kasanayan ng guro sa lokal na wika, lingguwistikong pagkakaiba-iba ng mga mag-aaral at hamon sa paglipat ng kaalaman. Ang mga hamong ito ay nagpapahiwatig ng pangangailangan para sa sapat na instructional resources at patuloy na propesyonal na pagsasanay ng mga guro upang mas epektibong maisakatuparan ang learner-centered approach. Batay sa mga natuklasan, inirerekomenda ang pagpapatuloy at pagpapalawak ng Bridging Strategy, regular na pagtatasa ng kasanayan sa pagbasa, paggamit ng learner-centered at contextualized na pamamaraan, at pagbibigay ng sapat na suporta at pagsasanay sa mga guro. Mahalaga rin ang kolaborasyon ng mga administrador, komunidad, at Department of Education upang mapalakas ang implementasyon at maipamahagi sa iba pang paaralan. Keywords: bridging strategy; kasanayan sa pagbasa; kamalayang ponolohikal; mag-aaral ng baitang 1 Journal: The International Review of Multidisciplinary Research Pages: 90-98 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.464 File-URL: https://vertexcorp.org/index.php/irmr/article/view/464 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/464/363 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:464 Template-Type: ReDIF-Article 1.0 Author-Name: Richelle Tanguid Author-Workplace-Name: Romblon State University Author-Name: Poly Banagan Author-Workplace-Name: Romblon State University Title: Adopted Innovations in the MIMAROPA Cybercrime Division: A Phenomenological Exploration on the Personnel’s Operational Capabilities and Strategic Gaps for Mitigation Initiatives Publication-Status: Published Abstract: This study examines the innovations adopted within the Regional Anti-Cybercrime Unit (RACU) MIMAROPA and evaluates personnel’s operational capabilities, as well as the strategic gaps affecting effective cybercrime enforcement. Using a qualitative case study design, data were collected through semi-structured interviews, focus group discussions, and document analysis involving selected personnel directly engaged in cybercrime operations. The findings reveal that the division has implemented key innovations, including digital forensic tools, open-source intelligence (OSINT), digitalized documentation systems, and integrated investigative workflows. These innovations have contributed to improved efficiency in data processing, suspect identification, and case management. However, the results indicate that personnel operational capabilities remain at a moderate level, with variations in technical proficiency and limited utilization of advanced technological features. The study identifies several strategic gaps that hinder optimal performance, including resource and infrastructure limitations, insufficient and non-continuous training, lack of specialized expertise, weak knowledge-sharing mechanisms, and reliance on external support. These challenges create a disconnect between innovation adoption and effective operational execution. To address these issues, the study proposes a Strategic Mitigation Framework focusing on infrastructure modernization, continuous capacity development, workforce specialization, scenario-based training, knowledge management systems, and internal capability strengthening. Anchored on Organizational Capacity Theory, Contingency Theory, Institutional Theory, and the Technology Acceptance Model, the study provides a comprehensive understanding of innovation adoption in a resource-constrained, geographically dispersed setting. The findings offer practical and evidence-based recommendations to enhance cybercrime response and strengthen law enforcement capabilities in the region. Keywords: cybercrime; innovation adoption; operational capabilities; strategic gaps; mitigation initiatives Journal: The International Review of Multidisciplinary Research Pages: 99-110 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.445 File-URL: https://vertexcorp.org/index.php/irmr/article/view/445 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/445/364 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:445 Template-Type: ReDIF-Article 1.0 Author-Name: Vanessa Tanseco Author-Workplace-Name: Eastern Samar State University – Guiuan Campus Author-Name: Gene Daniel Acosta Author-Workplace-Name: Eastern Samar State University – Guiuan Campus Author-Name: Christian Deco Macasusi Author-Workplace-Name: Eastern Samar State University – Guiuan Campus Author-Name: Faith Oquina Author-Workplace-Name: Eastern Samar State University – Guiuan Campus Author-Name: Reizel Cordero Author-Workplace-Name: Eastern Samar State University – Guiuan Campus Title: Support Teenage Mothers Not Teenage Pregnancy: A Narrative Inquiry into the Experiences of Pregnant Students in Public Secondary Schools in Guiuan Publication-Status: Published Abstract: This study focuses on teenage pregnancy, a continuous social problem that greatly hinders the academic performance and progress of young people. This phenomenon is especially common in low-income societies where knowledge about reproductive health and related support are inadequate. This study aimed to examine the lived experiences of pregnant teenagers in terms of their academic experiences before, during, and after pregnancy, including the obstacles they faced, the strategies they used, and the mechanisms that allowed them to continue studying at public secondary schools in Guiuan, Eastern Samar. The qualitative approach of narrative Inquiry was applied to this study. Three informants between 16 and 17 years old, who got pregnant while attending public secondary schools, were carefully chosen as informants for this project. Data collection took place through in-person semi-structured interviews to allow in-depth descriptions of their experiences. Creswell and Poth’s Data Analysis Spiral served as an analysis framework. The findings of the study shows that teenage pregnancies have significant impacts on the respondents socially, emotionally, and academically. Challenges faced included being shunned by other people, financial troubles, tiredness, and increased duties related to caring for the child during pregnancy. Although these were challenging moments for the teens, they helped increase their resilience and motivation. They largely depended on the help of people around them such as family members, friends, teachers, and, to some degree, government agencies in order to stay in school despite the hardships. Therefore, there is need to ensure that the necessary structures are put in place for them to complete their studies. Keywords: teenage pregnancy; student-mothers; education; public secondary schools; support Journal: The International Review of Multidisciplinary Research Pages: 111-117 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.576 File-URL: https://vertexcorp.org/index.php/irmr/article/view/576 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/576/365 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:576 Template-Type: ReDIF-Article 1.0 Author-Name: Roselyn Kilaton Author-Workplace-Name: Cebu Technological University Author-Name: Miraflor Samutya Author-Workplace-Name: Cebu Technological University Author-Name: Marvin Canoy Author-Workplace-Name: Cebu Technological University Author-Name: Mae Divina Velasco Author-Workplace-Name: Cebu Technological University Author-Name: Rebecca Manalastas Author-Workplace-Name: Cebu Technological University Title: Cultivating Academic Excellence: The Role of Teacher Engagement and Supportive Learning Environment Toward Cebu- Excel Framework Publication-Status: Published Abstract: This research study investigated the critical intersection between teacher engagement and the supportive learning environment in fostering academic excellence within Cebu Province. Specifically, it sought to determine how instructional passion, social-emotional support, and adaptive pedagogy, when paired with a conducive physical and psychological atmosphere, influence the Grade Weighted Average (GWA) of intermediate learners. Utilizing a descriptive-correlational research design, data were gathered from a diverse group of teacher and student respondents across three distinct sites: Pandongbato Elementary School, Minglanilla Central Elementary School, and Bugho Integrated School. The findings revealed a significant "Resource-Passion Gap." While teachers demonstrated a "Strongly Agree" level of Instructional Passion (3.42) and established a "Highly Evident" Inclusive Climate (3.19), they were hindered by a critical Lack of Modern Technological Resources (3.48) and moderate levels of Adaptive Pedagogy (2.88). Demographic data further highlighted that 72.73% of the student population belongs to the low-income bracket, making the school's Physical and Digital Adequacy (2.70) a primary determinant of academic equity. Despite these systemic challenges, including high levels of Teacher Burnout (3.35), the study found that academic performance remains resilient, with a majority of students maintaining a "Very Satisfactory" GWA. The study concluded that academic excellence in the region is currently a product of teacher resilience rather than institutional adequacy. To address these disparities, the research culminated in the development of the CEBU-EXCEL Framework. This strategic roadmap focuses on four pillars: Continuous Engagement, Better Understanding, Excellence in Learning, and Exceptional Climates. The framework provides a 10-point matrix of interventions designed to optimize resource allocation, enhance adaptive instructional skills, and safeguard teacher wellness. By aligning passionate engagement with a supportive, digitally adequate environment, the framework aims to transition the Cebu Province toward a sustainable and inclusive culture of outstanding academic achievement. Keywords: administration and supervision; academic excellence; adaptive pedagogy; supportive learning environment; CEBU-EXCEL Program; teacher engagement; Cebu Philippines Journal: The International Review of Multidisciplinary Research Pages: 118-123 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.549 File-URL: https://vertexcorp.org/index.php/irmr/article/view/549 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/549/366 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:549 Template-Type: ReDIF-Article 1.0 Author-Name: Maricon Luis Author-Workplace-Name: Cagayan State University Title: Lexical Relations Performance Among Criminology Freshmen Publication-Status: Published Abstract: Effective lexical competence is essential for criminology students to produce accurate and professional written communication. This study assessed the lexical relations performance of Criminology freshmen at Cagayan State University – Sanchez Mira, focusing on homonyms, homographs, and homophones. Using a quantitative descriptive-comparative design, the study employed a total population sampling technique to select respondents. Data were gathered through a multiple-choice test, a cloze test, and a timed dictation test to measure students’ performance. For data analysis, descriptive statistics such as frequency, percentage, and mean were used to describe the level of performance, while inferential statistical tools such as t-test and ANOVA were utilized to determine significant differences across demographic and academic profiles. Findings revealed moderate competency in homonyms but low competency in homographs and homophones, with no significant differences across demographic and academic profiles. Results suggest that lexical performance is influenced more by exposure and practice than by background characteristics. It is recommended that students engage in guided exercises on homographs and homophones, while instructors utilize the proposed worktext with contextual examples and listening activities. Future researchers may expand sample sizes, explore additional factors, include other lexical relations, and assess the material’s effectiveness. Keywords: criminology; homonyms; homographs; homophones; lexical relations; communication Journal: The International Review of Multidisciplinary Research Pages: 124-135 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.543 File-URL: https://vertexcorp.org/index.php/irmr/article/view/543 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/543/367 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:543 Template-Type: ReDIF-Article 1.0 Author-Name: Exequiel Cruspero Jr. Author-Workplace-Name: University of Cebu Lapu-lapu and Mandaue Author-Name: June Ace Navarro Author-Workplace-Name: University of Cebu Lapu-lapu and Mandaue Author-Name: Kingie Micabalo Author-Workplace-Name: University of Cebu Lapu-Lapu and Mandaue Title: Developing a Community-Based Savings and Investment Framework: An Evaluation of the Community Extension Program in Barangay Paknaan, Mandaue City Publication-Status: Published Abstract: Financial Management in the context of savings and investment practices are critical for household stability and community development, yet many residents in low-resource settings face unique challenges in achieving economic resilience. This study aimed to explore the financial behaviors, challenges, and opportunities of residents in Barangay Paknaan, Mandaue City, with the purpose of developing a localized savings and investment framework that complements their socioeconomic circumstances and provides innovative guidance for community workshops and seminars. A qualitative case study approach was employed, selecting ten (10) residents through purposive-simple random sampling, with data collected via focus group discussions and one-on-one interviews and analyzed using thematic analysis. The findings revealed six key financial behavior themes; structured and purpose-driven saving practices, community-based and informal financial systems, survival-oriented spending priorities, small business-centered financial management, incremental micro-entrepreneurial investments, and asset-based long-term financial planning; and five key challenges, including financial, economic, personal/family-related, knowledge and skills limitations, and coping and management challenges. In terms of opportunities, informants highlighted motivation for savings and investments, access to financial institutions and services, skills development and financial education, institutional and community support, and business expansion and growth goals. The study concluded that residents employ a combination of disciplined saving, entrepreneurial reinvestment, and community-based financial strategies to navigate limited resources and achieve long-term goals. Findings support existing literature on goal-oriented savings, micro-investments, and structured financial practices while contributing new insights on the critical role of localized institutional and community support. These results provide actionable recommendations for creating a community-centered framework that strengthens financial literacy, promotes household resilience, and fosters sustainable business growth in the barangay. Keywords: financial management; savings practices; investment behavior; community-based framework; financial literacy; sustainable business growth Journal: The International Review of Multidisciplinary Research Pages: 136-149 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.554 File-URL: https://vertexcorp.org/index.php/irmr/article/view/554 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/554/368 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:554 Template-Type: ReDIF-Article 1.0 Author-Name: Jessie Heraldo Author-Workplace-Name: Asia Technological School of Science and Arts Author-Name: Mariel Ella Aclan Author-Workplace-Name: Asia Technological School of Science and Arts Author-Name: Hayzlle Capina Author-Workplace-Name: Asia Technological School of Science and Arts Author-Name: Syra Isabel Valle Author-Workplace-Name: Asia Technological School of Science and Arts Author-Name: Eduardo Tuquilar Author-Workplace-Name: Asia Technological School of Science and Arts Author-Name: Kerr Zamora Author-Workplace-Name: Asia Technological School of Science and Arts Title: The Cultural Role of PansEat Tagapo to the Cultural Identity of Santa Rosa City, Laguna Publication-Status: Published Abstract: This study aimed to examine the cultural role of PansEat Tagapo and its relationship to the cultural identity of residents in Santa Rosa City, Laguna. It focused on how the dish contributes to cultural significance, traditions, and symbolic meaning, and how residents express their cultural identity through heritage awareness, generational continuity, and adaptation to modern influences. The study employed a mixed-methods approach, specifically an explanatory design combining quantitative and qualitative methods. A survey was conducted among 100 residents using a structured Likert-scale questionnaire, while semi-structured interviews were also conducted to further contextualize and validate the findings. The quantitative data were analyzed using weighted mean and Pearson correlation (Creswell & Creswell, 2018). The results showed that respondents strongly agreed on the cultural role of PansEat Tagapo (WM = 3.31) and their cultural identity (WM = 3.37). All computed correlation values were greater than the critical value of 0.194, indicating a statistically significant relationship between the cultural role of the dish and the cultural identity of residents. Interview results further revealed that PansEat Tagapo serves as a symbol of family tradition, cultural pride, and community connection among residents. The study concludes that PansEat Tagapo plays an important role in maintaining cultural identity and should be preserved and promoted within the local community, as it contributes to both cultural sustainability and social cohesion. Future studies may further explore its economic and tourism potential in cultural heritage development. It also highlights the importance of community-based cultural documentation in strengthening local identity and supporting sustainable heritage preservation initiatives within the local context. Keywords: cultural identity; traditional food; PansEat Tagapo; cultural heritage; mixed-methods Journal: The International Review of Multidisciplinary Research Pages: 150-155 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.535 File-URL: https://vertexcorp.org/index.php/irmr/article/view/535 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/535/369 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:535 Template-Type: ReDIF-Article 1.0 Author-Name: Mark Lester Cunanan Author-Workplace-Name: Aurora State College of Technology Title: Factors Affecting Baking Performance of Food Technology Students in Laboratory Classes Publication-Status: Published Abstract: Laboratory-based instruction in bread and pastry production plays a vital role in food technology education, as it enables students to develop essential technical competencies through experiential, hands-on learning activities. However, the factors influencing students’ baking performance remain insufficiently explored, particularly in relation to demographic characteristics and instructional variables within laboratory-based environments. This study aimed to determine the students’ demographic profile, assess their self-reported baking performance, identify the instructional and environmental factors affecting their performance, and examine the relationships and differences among these variables.A descriptive–correlational research design was employed, involving the total population of 23 third-year Food Technology students enrolled in a laboratory course. Data were collected using a validated structured questionnaire consisting of Likert-scale items and were analyzed through descriptive statistics, Pearson product-moment correlation coefficient, and one-way analysis of variance (ANOVA) at a 0.05 level of significance.The findings revealed that the students demonstrated a very satisfactory level of baking performance (M = 4.32), particularly in technical competencies such as ingredient measurement accuracy and procedural execution. However, relatively lower performance was observed in product presentation, plating aesthetics, and decorative skills. Teacher-related instructional factors (M = 4.45), including demonstration, feedback, and supervision, and the adequacy of instructional materials (M = 4.38) emerged as the most influential determinants. A statistically significant positive relationship was found between these factors and baking performance (r = 0.62, p < 0.05), indicating a moderate to strong correlation, while no significant difference was observed when grouped according to financial support (p > 0.05). These findings emphasize the critical role of instructional quality in enhancing baking competencies. Keywords: culinary skill assessment; experiential learning; laboratory instruction; learners performance determinants; instructional quality; vocational education; food preparation competencies Journal: The International Review of Multidisciplinary Research Pages: 156-165 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.396 File-URL: https://vertexcorp.org/index.php/irmr/article/view/396 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/396/370 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:396 Template-Type: ReDIF-Article 1.0 Author-Name: Dyanika Nolasco Author-Workplace-Name: Quirino State University Author-Name: Lorelie Marquez Author-Workplace-Name: Quirino State University Author-Name: Nito Galanta Author-Workplace-Name: Quirino State University Title: Building Blocks of Success: Communication, Mathematics, and Business Skills of Higher Education Students Publication-Status: Published Abstract: This descriptive correlational study, utilizing regression analysis, aimed at assessing whether communication and mathematics skills of higher education students enrolled in business courses predict their business abilities. A survey questionnaire, which underwent pilot and reliability testing, served as the primary data gathering instrument. Results revealed that students generally thought well of their communication skills, especially on active listening and group discussions. But, they severely lack confidence in public speaking. Students are comfortable in applying their mathematical reasoning to business-related situations; however they are troubled grasping mathematical ideas and using spreadsheets for financial modelling. Students' confidence in problem-solving, time management, and entrepreneurial activities is higher than their abilities in multitasking and understanding business law and rules. A possible trade-off was indicated by the study's finding of a slight inverse relationship between communication skills and mathematics. Business skills are favorably correlated with both mathematics and communication skills, with mathematics skills having a greater influence. These findings emphasize the necessity for focused development in the areas of business law knowledge, multitasking, public speaking, and understanding mathematical concepts. By strengthening these particular areas, students can acquire a more diverse range of skills, which will ultimately improve their business capabilities and better position them for success in the workplace. In order to promote comprehensive business competence, this study emphasizes the significance of a balanced approach to skills development in higher education. Keywords: business; communication; higher education; mathematics; regression analysis Journal: The International Review of Multidisciplinary Research Pages: 166-173 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.513 File-URL: https://vertexcorp.org/index.php/irmr/article/view/513 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/513/371 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:513 Template-Type: ReDIF-Article 1.0 Author-Name: Ruby Jade Amodia Author-Workplace-Name: Cebu Technological University Author-Name: Marilyn Miranda Author-Workplace-Name: Cebu Technological University Title: Teaching-Learning Styles Alignment to Academic Performance : Adaptive Strategic Instructional Program Publication-Status: Published Abstract: This research determines the alignment between the teaching-learning styles in relation to the academic performance among the select Grade 10 secondary schools in Bantayan Island, Division of Cebu Province during the school year 2025-2026 as basis in the Adaptive Strategic Instructional Program. The method used in this study is descriptive – quantitative with a total number of respondents of 100 of whom were 20 teachers and 80 students.  Research findings serve as a basis for improving classroom practices and developing more responsive and adaptive instructional programs that cater to the diverse needs of learners. The significant relationship between the manifestation of teaching styles and students’ learning styles, and between students' academic performance and their learning styles, particularly in lesson discussions, oral recitations, and project-making. The overall pattern of results shows that both teaching and learning styles significantly influence students’ performance, but the strength of these relationships varies by activity type. However, the variation in strength also reveals that not all instructional approaches equally support all types of learners. The relatively weaker relationship of visual learning in lesson discussion suggests that some learners may not be fully engaged when instruction does not align with their preferred learning mode. Similarly, differences in the effectiveness of teaching styles indicate that relying on a single instructional approach may limit the potential to maximize students’ performance. These observations highlight the need for a more integrated and flexible instructional approach that combines multiple teaching strategies and incorporates diverse learning activities. Additionally, designing activities that integrate visual, auditory, read/write, and kinesthetic elements can enhance students’ engagement and improve overall performance. Based on the findings it is highly recommended that Adaptive Strategic Instructional Program is highly recommended.   Keywords: doctor of education; teaching-learning styles alignment: basis for adaptive strategic instructional program quantitative research method; CTU Main Campus; Cebu City; Philippines Journal: The International Review of Multidisciplinary Research Pages: 174-178 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.547 File-URL: https://vertexcorp.org/index.php/irmr/article/view/547 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/547/372 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:547 Template-Type: ReDIF-Article 1.0 Author-Name: Loreto Montes Author-Workplace-Name: Eastern Visayas State University Author-Name: Jovito Madeja Author-Workplace-Name: Eastern Visayas State University Title: Exploring Consumer Reviews: A Content Analysis of Online Shopping Behavior of Teachers Publication-Status: Published Abstract: The surge in e-commerce has established consumer-generated reviews as a primary driver of purchasing decisions. This study investigates the online shopping behavior of teachers, specifically examining sentiment trends, credibility factors, and purchasing motivations. By focusing on this specific professional demographic, the research aims to understand how educators navigate digital marketplaces and the factors that influence their brand loyalty.Using a descriptive phenomenological research design rooted in Edmund Husserl’s transcendental phenomenology content analysis, the study evaluated a diverse dataset of online reviews and moderation patterns. The research identifies critical recurring themes that shape educator perceptions, including product reliability, review authenticity, and institutional trust. Key findings reveal that teachers prioritize high-utility information and are significantly influenced by AI-driven review moderation, which impacts their overall consumer confidence. Data suggests that transparent review systems and ethical AI intervention are the strongest predictors of long-term purchasing behavior within this group.Furthermore, the results highlight a distinct need for enhanced consumer education to help educators distinguish between authentic feedback and manipulated content. By isolating the unique preferences and concerns of teachers, this study provides actionable insights for e-commerce platforms to improve credibility. Ultimately, the research offers a framework for fostering more secure, informed shopping environments through robust verification and transparent sentiment analysis. Keywords: online consumer reviews; sentiment analysis; teacher purchasing behavior; AI-driven review moderation; E-commerce trust Journal: The International Review of Multidisciplinary Research Pages: 179-192 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.660 File-URL: https://vertexcorp.org/index.php/irmr/article/view/660 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/660/373 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:660 Template-Type: ReDIF-Article 1.0 Author-Name: Imran Jandam Author-Workplace-Name: Sulu State University Author-Name: Alnakier Sarabi Author-Workplace-Name: Sulu State University Title: Challenges of English Language Learning Among Junior High School Students in Talipao National High School – Main Publication-Status: Published Abstract: This study was conducted to identify the challenges in English language learning among junior high school students in Talipao National High School–Main in terms of demographic profile, and the extent of challenges in grammar, vocabulary acquisition, spelling, pronunciation, and sentence structure; it also aimed to test whether there was a difference in the extent of challenges in terms demographic profile, and identify the correlation among identified language domains. This study utilized descriptive-correlational research design and involved 100 student-respondents carefully chosen through purposive sampling. Data were gathered using an adapted questionnaire and were processed using frequency, percentage, mean, standard deviation, t-test and ANOVA, and Pearson R. Findings show that most of the respondents were from age raging 15 to 16 years old, are a female, classified to different grade levels, majorly came from a family that belongs to low-income level. The results revealed that the students faced considerable challenges in all domains of English language learning, all indicated “Agree”, which describes pervasive and multi-faceted challenges in learning English language. There was no significant difference among the dimensions only when grouped according to grade levels; and there was a high to very high significant correlation among grammar, vocabulary acquisition, spelling, pronunciation, and sentence structure. It highlighted the necessity for holistic and grade-specific instructional methods. A connection to enhancing pedagogical approaches and creating targeted strategies to improve students’ command of the English language was established by the results. Keywords: english language learning; challenges; grammar; vocabulary acquisition; spelling; pronunciation; sentence structure Journal: The International Review of Multidisciplinary Research Pages: 203-216 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.459 File-URL: https://vertexcorp.org/index.php/irmr/article/view/459 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/459/374 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:459 Template-Type: ReDIF-Article 1.0 Author-Name: Benjie Bravo Author-Workplace-Name: Assumption College of Davao Author-Name: Jema Oriz Author-Workplace-Name: Assumption College of Davao Author-Name: Racean Dave Pulleda Author-Workplace-Name: Assumption College of Davao Author-Name: John Paul Wong Author-Workplace-Name: Assumption College of Davao Title: Parenting Style and Peer Influence as Predictors of Academic Engagement of Junior High School Students Publication-Status: Published Abstract: Declining academic engagement among junior high school students remains a persistent problem that warrants investigation into its psychosocial determinants. This study aimed to determine the combined influence of parenting style and peer influence as predictors of students’ academic engagement in Davao City. Employing a quantitative, non-experimental descriptive–correlational research design, the study examined the levels of parenting style, peer influence, and academic engagement, as well as the relationships among these variables. Using Slovin’s formula with a 5% margin of error, a sample of 180 students was selected from a total population of 330. Data were collected through validated survey questionnaires and analyzed using appropriate statistical tools, including mean, standard deviation, Pearson’s Product–Moment Correlation Coefficient (Pearson’s r), and multiple linear regression analysis to determine significant relationships and predictive influence. The findings revealed that students generally exhibited moderate to high levels of Parenting Style, Peer Influence, and Academic Engagement, indicating that they experienced fair to strong parental guidance and peer interactions while actively participating in academic activities. These overall levels provide context for understanding the significant relationships observed between Parenting Style, Peer Influence, and Academic Engagement. Furthermore, the combined effect of Parenting Style and Peer Influence demonstrates that students’ academic engagement is best supported when both family and peer environments provide guidance and encouragement. This means that involving both parents and peers enhances students’ motivation, participation, and overall academic success. These results highlight the important roles of family and peers in fostering students’ engagement in academic activities and provide valuable implications for educators and school administrators in developing programs and interventions that support students’ academic involvement. Keywords: parenting style; peer influence; academic engagement; junior high school students; combine significant influence; multiple linear regression Journal: The International Review of Multidisciplinary Research Pages: 217-226 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.577 File-URL: https://vertexcorp.org/index.php/irmr/article/view/577 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/577/375 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:577 Template-Type: ReDIF-Article 1.0 Author-Name: Louisse Alfonso Ramirez Author-Workplace-Name: National University Philippines Author-Name: Juan Paolo Olmedilla Author-Workplace-Name: National University Philippines Author-Name: Renielle Cielo Pealane Author-Workplace-Name: National University Philippines Author-Name: Charissa Joana Francisco Author-Workplace-Name: National University Philippines Author-Name: Rosell Cultivo Author-Workplace-Name: National University Philippines Title: Green Hotel Practices in the Philippines and Guest Perception: A Literature Review Publication-Status: Published Abstract: This study examines green hotel practices in the Philippines and their influence on guest perception, satisfaction, and behavioral intentions through a qualitative literature review. Drawing on recent studies published from 2021 to 2026, and guided by the Theory of Planned Behavior (TPB) and Expectation-Confirmation Theory (ECT), the research synthesizes key findings on sustainable hospitality practices and guest responses within the Philippine context. The review identifies that hotels commonly implement sustainability initiatives such as energy conservation, water management, waste reduction, and eco-friendly sourcing, aligning with global environmental standards while improving operational efficiency. Findings reveal that guests generally perceive these practices positively, associating them with environmental responsibility, service quality, and enhanced overall experience. However, guest perception is not uniform and is influenced by factors such as environmental awareness, perceived value, trust, service quality, communication, and social norms. Limited awareness and poor communication may lead to misunderstanding or underappreciation of green initiatives, while transparency and visible implementation strengthen positive perceptions. The study further finds that green hotel practices significantly affect guest satisfaction and behavioral intentions, including revisit intention, loyalty, willingness to pay a premium, and positive word-of-mouth. Satisfaction emerges as a key mediating factor linking green practices with behavioral outcomes. When sustainability initiatives meet or exceed guest expectations, they enhance satisfaction and encourage supportive behaviors. Overall, the review concludes that green hotel practices serve both environmental and strategic purposes. Their effectiveness, however, depends on proper implementation, clear communication, and alignment with guest expectations, highlighting the importance of integrating sustainability with quality service delivery. Keywords: green hotel practices; sustainable tourism; guest perception; hospitality industry; environmental sustainability; Philippines; guest satisfaction; behavioral intention; eco-friendly hotels; literature review Journal: The International Review of Multidisciplinary Research Pages: 227-237 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.643 File-URL: https://vertexcorp.org/index.php/irmr/article/view/643 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/643/376 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:643 Template-Type: ReDIF-Article 1.0 Author-Name: Jorlyn Pelaez Author-Workplace-Name: Filamer Christian University, West Visayas State University-Lambunao Campus Title: Maxim Flouting Awareness and Communication Competence of College Students Publication-Status: Published Abstract: Pragmatic understanding is essential in higher education because students are expected to interpret not only explicit statements but also implied meanings in academic and social interaction. This study determined the level of maxim flouting awareness and communication competence of college students in selected state universities and colleges in Iloilo during Academic Year 2025–2026. It also examined whether communication competence differed according to students’ level of maxim flouting awareness and whether the two variables were significantly related. The study employed a sequential explanatory mixed-methods design. Quantitative data were obtained from 340 third-year college students selected through stratified random sampling. Researcher-developed instruments were used to measure maxim flouting awareness and communication competence. The data were analyzed using mean, standard deviation, analysis of variance, and Pearson product-moment correlation at the 0.05 level of significance. Findings revealed that students had moderate maxim flouting awareness (M = 9.39, SD = 3.36) and high communication competence (M = 12.34, SD = 3.30). Communication competence differed significantly across levels of maxim flouting awareness, F(4, 335) = 19.233, p < .001. A significant positive relationship was also found between maxim flouting awareness and communication competence. The results suggest that students who are more aware of flouted conversational maxims tend to demonstrate stronger communicative ability. The study highlights the value of explicit pragmatics instruction in helping students interpret indirect meanings, recognize speaker intention, and respond appropriately in varied communicative contexts. Keywords: conversational inference; maxim flouting; pragmatic instruction; indirect language use; EFL higher education; communication competence Journal: The International Review of Multidisciplinary Research Pages: 238-243 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.616 File-URL: https://vertexcorp.org/index.php/irmr/article/view/616 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/616/377 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:616 Template-Type: ReDIF-Article 1.0 Author-Name: Mark Harvin Cortez Author-Workplace-Name: Aurora State College of Technology Author-Name: Jaycile Pascua Author-Workplace-Name: Lual National High School Author-Name: Roderick Zante Author-Workplace-Name: Aurora State College of Technology Author-Name: Elcris Ramos Author-Workplace-Name: Aurora State College of Technology Title: Curriculum Alignment with Industry Needs and Student Motivation in Industrial Technology Programs: A Regression Analysis Publication-Status: Published Abstract: The study examined how Industrial Technology students at the Aurora State College of Technology (ASCOT) in the Philippines were motivated by curriculum alignment with industry demands. Its primary aim was to determine whether aligning educational programs with actual industry needs enhances students’ learning commitment, engagement, and participation. Using a structured questionnaire, the study employed a quantitative-correlational research design and collected data from Industrial Technology students across multiple year levels. Regression analysis was used to determine the extent to which curriculum alignment predicts student motivation. The results revealed an R² value of 0.943, indicating a strong positive relationship between the two variables. This suggests that a large proportion of the variation in student motivation is explained by the degree of curriculum alignment with industry standards. Consequently, the null hypotheses were rejected, supporting the conclusion that curriculum alignment is a significant predictor of student motivation. Furthermore, the findings showed that students who understand the relevance of their coursework to future employment tend to demonstrate higher levels of motivation, interest, and academic engagement. Integrating practical activities, industry-based learning, and real-world applications helps students remain focused, confident, and driven toward their academic and career goals. Based on these results, the study recommends strengthening experiential learning opportunities, encouraging active and self-directed learning approaches, and enhancing collaboration between ASCOT and industry partners. Aligning the Industrial Technology curriculum with industry demands not only increases student motivation but also contributes to producing competent, confident, and job-ready graduates who are prepared to meet the evolving needs of the labor market. Keywords: curriculum alignment; student motivation; industrial technology education; industry demands; experiential learning; job readiness; industry-based learning; technical and vocational education and training (TVET); higher education; Philippines Journal: The International Review of Multidisciplinary Research Pages: 244-251 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.612 File-URL: https://vertexcorp.org/index.php/irmr/article/view/612 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/612/378 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:612 Template-Type: ReDIF-Article 1.0 Author-Name: John Kenneth Manozon Author-Workplace-Name: San Pablo Colleges Title: Profile, Mindsets, and Selected Characteristics of Teachers Regarding Pursuit of Graduate Studies: Bases for a Proposed Targeted Faculty Development Program Publication-Status: Published Abstract: This study focuses on the profile, mindsets, and selected characteristics of secondary school teachers on the pursuit of graduate studies. The locale of the study was set in Cluster 2 schools within the Schools Division of San Pablo City. A mixed-method explanatory sequential design was utilized. The quantitative data were gathered from 155 teacher respondents through a survey questionnaire while the qualitative insights were obtained from 20 selected participants using interviews. Teachers’ demographic profile, mindset indicators – job satisfaction, career development, personal fulfillment, work-life balance, motivation and engagement – were analyzed as well as their working relationships and individual performance. The findings showed that teachers demonstrate a positive mindset, as characterized by job satisfaction, motivation, and personal fulfillment having high levels of agreement. Their three-year individual performance were very satisfactory to outstanding. Working relationships among teachers were also highly positive, that is having effective collaboration and communication. Inferential analysis showed no significant differences in mindset and working relationships when grouped according to profile; instead age and years of service do influence mindset of teachers. There is a significant relationship between mindset and working relationships, as well as between mindset and individual performance, which indicates that teachers with stronger mindset tend to perform better and collaborate more effectively. Based on the findings, a targeted faculty development program was proposed to cater professional growth and support for graduate studies. Recommendations include provision of differentiated professional development opportunities, flexible work arrangements, and support systems that address workload, responsibilities, and career development of teachers.  Keywords: teacher professional development; graduate studies; mindset; faculty development program; working relationship Journal: The International Review of Multidisciplinary Research Pages: 252-272 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.373 File-URL: https://vertexcorp.org/index.php/irmr/article/view/373 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/373/380 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:373 Template-Type: ReDIF-Article 1.0 Author-Name: Dennis Prescilla Author-Workplace-Name: Laguna State Polytechnic University – Los Baños Title: Articulating Principles of Subsidiarity in The School Heads Implementation of School-Based Management Through Stakeholders’ Collaboration: A Phenomenological Inquiry Publication-Status: Published Abstract: This transcendental phenomenological study focused on analyzing and scrutinizing the principles of subsidiarity in the implementation of School-Based Management by school heads through collaboration with stakeholders. The participants were selected from the School Division of the City of Calamba using purposive sampling. The study revealed that school heads have demonstrated adaptability in implementing the new School-Based Management (SBM) framework. Most expressed that the transition from the former SBM principles to the current six dimensions was smooth. This study revealed that school heads faced challenges such as overwhelming responsibilities, difficulties in coordinating with stakeholders, stakeholder availability, time constraints, and limited participation from working parents. In response, school heads employed coping mechanisms rooted in teamwork, delegation, perseverance, and patience, often adopting grassroots-level communication to sustain engagement. The school heads also involved internal and external stakeholders through orientations, summits, and collaborative planning. Themes that emerged from the testimonies included: Adaptability of School Heads in SBM Implementation, Strategic Stakeholder Engagement Led by School Leaders, Barriers to Effective Stakeholder Participation, Coping Mechanisms for SBM Challenges, Leadership Growth through Collaboration, Stakeholders as Essential Contributors to SBM, Sustaining SBM through Recognition and Communication, and Continuous Improvement through Self-Assessment and Support. Seven recommendations for effective SBM implementation were prepared: Continuous training for school heads, adopting flexible strategies, and delegating tasks. Engage teaching and non-teaching staff. Strengthen parent involvement. Formalize LGU partnerships. Encourage student participation. Conduct future research for the improvement of SBM concerning the diverse situations of all public schools. Keywords: subsidiarity; school-based management system; school heads; stakeholders Journal: The International Review of Multidisciplinary Research Pages: 273-288 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.579 File-URL: https://vertexcorp.org/index.php/irmr/article/view/579 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/579/381 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:579 Template-Type: ReDIF-Article 1.0 Author-Name: Vince Errol Lucas Author-Workplace-Name: Saint Mary's University, Nueva Vizcaya State University – Bayombong Campus Title: Eco-multimodal Critical Discourse Analysis of Novo Amor's Birthplace and the Reception of College Students: A Basis for Environmental Literacy Development Publication-Status: Published Abstract: Environmental campaigns increasingly depend on multimodal design to make ecological crises visible, felt, and discussable, yet their pedagogical effects do not always match the persuasive force of such texts. This study examined Novo Amor's Birthplace as an eco-multimodal campaign text and asked how its visual, compositional, and ecolinguistic resources construct meanings of marine pollution, and how multilingual Filipino undergraduates interpret those resources. Using a qualitative sequential explanatory design, the study first conducted an eco-multimodal critical discourse analysis of the video. Then it analyzed 84 written reflections from undergraduate students using reflexive thematic analysis. The results show that the video stages a clear reversal of agency: the human figure initially appears as an intruding colonizer of the ocean floor, but gradually becomes passive, enclosed, and vulnerable. Its interactional choices narrow distance and intensify emotional pressure, while compositional arrangements assign salience to waste, darkness, and the large-scale plastic whale. From an ecolinguistic perspective, the campaign works through metaphor, discursive erasure, and a powerful reallocation of agency that frames pollution as a living ecological threat. Student receptions largely aligned with the textual analysis, especially in reading arrogance, irony, and ecological reversal, but several respondents also resisted the ending because it seemed to imply that nature heals only through human disappearance. The study concludes that Birthplace is rhetorically strong but pedagogically double-edged: it can deepen ecological awareness, yet it also risks eco-fatalism if left unframed. The paper argues for classroom use that combines close multimodal reading with localized sustainability action, especially in relation to SDGs 4, 12, and 14. Keywords: critical discourse analysis; eco-media; ecolinguistics; multimodality; student reception; sustainability education Journal: The International Review of Multidisciplinary Research Pages: 289-299 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.568 File-URL: https://vertexcorp.org/index.php/irmr/article/view/568 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/568/382 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:568 Template-Type: ReDIF-Article 1.0 Author-Name: Roshelna Siring Author-Workplace-Name: Mindanao State University - Sulu Title: Implementation of the Certificate of Program Compliance (COPC) and Its effect on Teachers’ Performance in Higher Education Institutions in Sulu Publication-Status: Published Abstract: This study examined the implementation of the Certificate of Program Compliance (COPC) and its comprehensive effect on teachers’ professional performance within the Colleges of Education at Mindanao State University–Sulu (MSU) and Sulu State University (SSU). Utilizing a descriptive-causal research design, empirical data were gathered from 35 COPC team members through a specialized researcher-made survey evaluating ten key compliance indicators, encountered challenges, and perceived effects on professional performance. Results indicated full compliance in curriculum alignment and faculty qualifications. High compliance was observed in updated instructional materials, faculty research and extension, professional development, monitoring and evaluation, institutional support, and student services. However, moderate compliance was noted in classroom and laboratory adequacy as well as stakeholder participation, highlighting significant operational and participatory gaps. The primary challenges identified were limited resources and insufficient laboratory facilities, with faculty at MSU reporting higher levels of difficulty compared to those at SSU. Despite these hurdles, teachers consistently reported that COPC positively influenced their professional performance, specifically regarding lesson planning, assessment alignment, effective use of instructional materials, and active engagement in research. Notably, no significant differences were found across length of service, gender, educational qualification, or institution, demonstrating a standardized positive effect on performance. The study strongly recommends that institutions prioritize upgrading physical facilities, provide targeted resources, and strengthen administrative and technical support for COPC teams. Such measures will ensure that operational constraints do not hinder teaching effectiveness. Ultimately, addressing these critical gaps will reinforce COPC’s role as a vital developmental framework, supporting sustained instructional quality, professional growth, and long-term educational excellence across both higher education institutions in the region. Keywords: certificate of compliance program (COPC); faculty development; teacher’s performance; internationalization; standardization; faculty promotion; student development Journal: The International Review of Multidisciplinary Research Pages: 300-310 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.473 File-URL: https://vertexcorp.org/index.php/irmr/article/view/473 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/473/383 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:473 Template-Type: ReDIF-Article 1.0 Author-Name: Mark Ian Abrias Author-Workplace-Name: National University, Philippines Author-Name: Tessie Cua Author-Workplace-Name: National University, Philippines Author-Name: Maria Rochelle Divinagracia Author-Workplace-Name: National University, Philippines Author-Name: Ellery De Leon Author-Workplace-Name: National University, Philippines Title: Green Human Resource Management in Higher Education Institutions: A Systematic Literature Review Publication-Status: Published Abstract: The growing urgency of environmental sustainability has positioned higher education institutions (HEIs) as critical actors in shaping organizational and societal responses to ecological challenges. While Green Human Resource Management (GHRM) has been widely examined in corporate sectors, its application within HEIs remains underexplored and theoretically underdeveloped. This study addresses this gap through a systematic literature review of 64 peer-reviewed studies, examining (1) the range and applicability of GHRM practices in HEIs, and (2) their influence on faculty and staff green behavior. Guided by the Ability-Motivation-Opportunity (AMO) framework and supported by insights from institutional and behavioral theories, the study employs a PRISMA-informed synthesis and quality appraisal to analyze patterns across the literature. Findings reveal that core GHRM practices, including green training, recruitment, performance management, and reward systems, consistently promote pro-environmental behavior and organizational citizenship behavior toward the environment (OCBE). However, the analysis also surfaces a critical implementation gap: many institutions adopt GHRM symbolically, without embedding these practices structurally, resulting in limited or inconsistent behavioral outcomes. The study further identifies key mediating mechanisms, including environmental awareness and work engagement, as well as moderating factors such as greenwashing perceptions and intrinsic motivation. Importantly, the HEI context introduces unique institutional constraints such as academic autonomy, decentralized governance, and weak performance alignment, that challenge the effectiveness of traditional GHRM models. By critically interrogating the substance or the symbolic tension in sustainability practices, this paper contributes to ongoing discussions on ethical leadership, ESG integration, and community impact. It argues that meaningful sustainability in HEIs requires moving beyond policy adoption toward authentic institutional transformation that aligns human resource systems with environmental values. Keywords: GHRM; higher education institutions; sustainability; green behavior; AMO theory; ESG Journal: The International Review of Multidisciplinary Research Pages: 311-327 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.584 File-URL: https://vertexcorp.org/index.php/irmr/article/view/584 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/584/384 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:584 Template-Type: ReDIF-Article 1.0 Author-Name: Joshua Tuguinay Author-Workplace-Name: Ifugao State University Title: Social Anxiety, Self-Esteem, and Academic Performance among Students at a Philippine State University: Inputs for Support Services Publication-Status: Published Abstract: Social anxiety remains a relevant concern in higher education because college students are regularly exposed to evaluative, interpersonal, and performance-based academic situations. This study examined the levels of social anxiety, self-esteem, and academic performance among students in a Philippine state university as a basis for strengthening student support services. Using a cross-sectional descriptive research design, data were gathered from 370 undergraduate students across six campuses through adapted self-report instruments measuring social anxiety, academic performance, and self-esteem. Results revealed that students had a moderate level of social anxiety, with speaking in public or talking to people in authority identified as the situation that elicited the highest anxiety. Students also demonstrated high levels of academic performance, particularly in achievement motivation, and high levels of self-esteem, indicating a generally positive and balanced view of the self. These findings suggest that although social anxiety was not severe, specific social-evaluative situations may still affect classroom participation, help-seeking, student–teacher communication, and involvement in academic activities. The high level of self-esteem may function as a personal resource that supports students’ academic functioning despite social discomfort. The study highlights the need for mental health-responsive student support services, including public speaking support, counseling access, self-esteem enhancement activities, faculty awareness training, and programs that promote safe and supportive academic engagement. The findings further underscore the importance of adopting preventive and developmental approaches that build on students’ existing strengths while addressing barriers to participation and communication. They may assist university administrators, guidance personnel, faculty members, and student affairs practitioners in designing coordinated interventions that support both psychosocial well-being and academic success. Keywords: social anxiety; academic performance; self-esteem; student support services; higher education Journal: The International Review of Multidisciplinary Research Pages: 328-339 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.628 File-URL: https://vertexcorp.org/index.php/irmr/article/view/628 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/628/385 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:628 Template-Type: ReDIF-Article 1.0 Author-Name: Bella Verda Oliveros Author-Workplace-Name: Maguikay National High School Title: Promoting Reflective Teaching Practices: Using Self-Assessment Tools to Enhance Teacher Effectiveness Publication-Status: Published Abstract: Self-assessment is a crucial tool for teachers in enhancing their instructional practices and professional growth. By evaluating their own teaching strategies, classroom management, and student engagement, teachers can identify strengths and areas for improvement, ultimately leading to better learning outcomes. Observations on the use of self-assessment tools among teachers reveal distinct patterns between novice and experienced educators. Novice teachers, often in their early years of teaching, tend to rely on self-assessment tools for basic instructional improvements, such as lesson delivery, classroom management, and student engagement. This action research determined the different levels of self-assessment among collaborative non-directive teachers in Maguikay National High School, West I District in the S.Y. 2024-2025, second semester. This inquiry employed a mixed-method design. The researcher tapped the 17 collaborative and 13 non-directive teachers based on the MIS results. This study utilized convenience sampling. Quantitative data revealed that there is no statistically significant relationship between the teacher's classification (collaborative or non-directive) and the elements of self-assessment, as all p-values exceed the 0.05 threshold. Qualitative data revealed five themes: navigating the challenges of self-assessment, establishing self-assessment into diverse teaching methods, integrating self-assessment into diverse teaching methods, foster critical thinking and transfer of learning, enhancing reflection and performance through feedback. The study concludes self-assessment tools effectively foster reflective teaching practices across various instructional styles, though gaps in feedback highlight the need for more structured and actionable guidance. By integrating self-assessment with targeted feedback strategies and professional development programs, schools can enhance teacher effectiveness, promote sustained reflective practices, and ultimately improve student learning outcomes. Keywords: action research; self-assessment tool; mixed method; reflective teaching; Cebu; Philippines Journal: The International Review of Multidisciplinary Research Pages: 340-346 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.664 File-URL: https://vertexcorp.org/index.php/irmr/article/view/664 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/664/386 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:664 Template-Type: ReDIF-Article 1.0 Author-Name: Mithus Bermil Author-Workplace-Name: Palawan State University Title: Challenges and Support Needs of Teachers in Implementing the Alternative Learning System (ALS) Program: Basis for a Teacher Education Institution Extension Program Publication-Status: Published Abstract: This study explored the demographic and professional profile, challenges, and support needs of teachers implementing the Alternative Learning System (ALS) Program in the Schools Division of Puerto Princesa City, serving as the basis for a proposed teacher education institution extension program. Specifically, it examined teachers’ sex, educational attainment, specialization, teaching position, years of service, and strand specialization alignment, alongside the challenges encountered and support needs. A quantitative descriptive-survey design was employed, involving all 17 permanent teachers selected through total population sampling. Data were gathered using a validated researcher-made questionnaire and analyzed through frequency, percentages, and weighted means. Results indicated that most teachers were female, held entry-level positions, and had diverse academic specializations, particularly in General Science and Social Science. However, many were assigned to strands outside their specialization. The overall level of challenges was rated as moderately challenging (μ=2.76), with teaching learning strands beyond specialization and low learner attendance or engagement as the most challenging. Conversely, the overall level of support needs was rated as highly needed (μ=3.45), especially in instructional and academic support systems. In response, the study proposed Project ALSsa Bayan: Empowering ALS Implementation in Puerto Princesa City through Collaborative Partnerships, an extension program designed to strengthen ALS implementation through sustained instructional support, capacity-building, resource development, and institutional collaboration. The findings underscore the importance of robust professional support systems and multi-sectoral partnerships in enhancing teacher competencies, learner engagement, and the overall effectiveness of implementing ALS program in Puerto Princesa City. Keywords: Alternative Learning System (ALS); ALS teachers; challenges; support needs; non-formal education; teacher education institution extension program Journal: The International Review of Multidisciplinary Research Pages: 347-354 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.583 File-URL: https://vertexcorp.org/index.php/irmr/article/view/583 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/583/387 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:583 Template-Type: ReDIF-Article 1.0 Author-Name: Rustom Jay Sano Author-Workplace-Name: Laguna State Polytechnic University Author-Name: Philip Bautista Magtaan Author-Workplace-Name: Lyceum of the Philippines University-Batangas Title: Multifaceted Contributory Causes, Policy Implementation and Community Initiatives on Illegal Fishing in Romblon Province, Philippines: Basis for an Intervention Program Publication-Status: Published Abstract: Environmental crimes are one of the fastest growing crimes which affect the entire planet. This are vastly expanding and increasingly endangering not only wildlife populations but the entire ecosystems, sustainable livelihoods, and revenue streams to governments. Descriptive design was used to assess the thoughts and perceptions of the research participants, which enabled the development of an understanding to the Multifaceted Contributory Causes, Enforcement Policies and Community Initiatives on Illegal Fishing in Romblon Philippines. This study examined the social, economic, and political causes of illegal fishing and evaluated policy enforcement and community initiatives. Findings revealed that social factors particularly limited knowledge of fisheries regulations, lack of livelihood alternatives, weak community law enforcement linkages, and social acceptance of illicit practices were the most influential drivers. On the other hand, in policy enforcement, detection and deterrence were rated highly effective, while response received the lowest rating, indicating challenges in operational readiness and timely action. Meanwhile, community initiatives were strongest in monitoring and governance but weaker in engagement, which emphasize that community does not engagement much with the law enforcement in dealing with illegal fishing. Significant differences were found between fishermen and law enforcement personnel in their perceptions of the causes of illegal fishing and aspects of enforcement, particularly detection. Correlation analysis showed significant relationships between the identified causes and enforcement components. Based on these results, an intervention program was developed to strengthen enforcement and community participation. Significant relationship between the components of enforcement and the identified causes were shown by correlation analysis. An intervention program was created to improve community involvement and enforcement in light of these findings. Keywords: causes of illegal fishing; law enforcement; illegal fishing; unregulated fishing; community initiative Journal: The International Review of Multidisciplinary Research Pages: 355-368 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.546 File-URL: https://vertexcorp.org/index.php/irmr/article/view/546 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/546/388 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:546 Template-Type: ReDIF-Article 1.0 Author-Name: Jesus Forten Author-Workplace-Name: Mataas na Paaralan ng Sta. Elena Author-Name: Ruen Lomo Author-Workplace-Name: Pamantasan ng Lungsod ng Marikina Author-Name: Romeo Pilongo Author-Workplace-Name: Taggapan ng Sangay ng mga Paaralan - Lungsod ng Marikina Title: Epekto ng Zines sa Antas ng Pagkatuto ng mga Mag-aaral sa Akademikong Pagsulat ng Mataas na Paaralan ng Sta. Elena Publication-Status: Published Abstract: Ang pananaliksik na ito ay naglayong suriin ang epekto ng paggamit ng zines bilang kagamitang panturo sa antas ng pagkatuto ng mga mag-aaral sa akademikong pagsulat ng Mataas na Paaralan ng Sta. Elena. Gumamit ang mananaliksik ng quasi-experimental na disenyo na may panimula at panapos na pagtatasa disenyong pangkat kontrolado kung saan parehong sinuri ang eksperimental at kontroladong pangkat bago at pagkatapos ng interbensyon. Kabilang sa mga kalahok ang dalawang seksyon mula sa ABM istrand: ang ABM Progressiveness bilang pangkat eksperimental na gumamit ng mga zines, at ang ABM Productivity bilang pangkat kontrolado na ginamitan ng karaniwang estratehiya sa pagtuturo. Ang mga zines na ginamit sa pananaliksik na ito ay sinuri ng mga eksperto. Gumamit ang pananaliksik ng mga estadistikang deskriptibo tulad ng mean at standard deviation, at inferensyal na pagsusuri gamit ang Z-Test upang masukat ang pagkakaiba ng antas ng pagkatuto bago at pagkatapos ng interbensyon. Nakakuha ng |-8.597509| na Independyenteng Z-Test na halaga ang pangkat eksperimental na higit na mas mataas kaysa sa Kritikal Z-Test na halaga na -1.96. Sa kabilang grupo naman na kontrolado ay may |-2.690460| Independyenteng Z-test na halaga mas higit sa Kritikal Z-Test na halaga na -1.96. Nagtataglay ang dalawang resulta ng |-5.907049| na diperensya. Ipinakita ng resulta na mas mataas ang pagtaas ng antas ng pagkatuto ng pangkat na gumamit ng mga zines, partikular sa mga kasanayan ng literasiyang pang-impormasyon (information literacy) at kasanayan sa paglutas ng suliranin (problem-solving skills). Batay sa mga natuklasan, inirerekomenda ang paggamit ng mga zines bilang alternatibo at makabago ngunit epektibong kagamitang panturo upang mapaunlad ang kasanayan sa akademikong pagsulat ng mga mag-aaral sa senior high school. Keywords: akademikong pagsulat; kasanayan sa paglutas ng suliranin; kritikal na pag-iisip; literasiyang pang-impormasyon; zines Journal: The International Review of Multidisciplinary Research Pages: 369-388 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.441 File-URL: https://vertexcorp.org/index.php/irmr/article/view/441 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/441/389 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:441 Template-Type: ReDIF-Article 1.0 Author-Name: Adzfar Wahid Author-Workplace-Name: Universidad de Zamboanga Author-Name: Abnir Arilin Author-Workplace-Name: Universidad de Zamboanga Author-Name: Alprince King Biri Author-Workplace-Name: Stratworks Research Inc. Author-Name: Fhadzmar Dammang Author-Workplace-Name: Sulu State University Title: Examining Linguistic Background and Curriculum Alignment as Predictors of TOEIC Performance in Higher Education Publication-Status: Published Abstract: This study examined the relationship between linguistic background, curriculum alignment, and TOEIC performance among university students in a multilingual higher education setting. Specifically, the study investigated students’ linguistic background factors in terms of language exposure, prior educational experiences, communicative environment, peer interaction, and language use practices, as well as curriculum alignment in terms of teaching methodologies, instructional materials, assessment strategies, syllabus organization, and communicative instruction. The study further determined the level of TOEIC performance and identified the significant relationships and predictive influence of linguistic background and curriculum alignment on students’ English proficiency outcomes. A quantitative correlational research design was employed involving 265 students enrolled in the GEC 5 (Purposive Communication) course at Universidad de Zamboanga during the Academic Year 2025–2026. Data were gathered using a structured questionnaire and analyzed using frequency count, percentage distribution, weighted mean, Pearson Product-Moment Correlation Coefficient, and Analysis of Variance. Findings revealed that students demonstrated high levels of linguistic background factors and curriculum alignment, while most respondents obtained intermediate TOEIC proficiency. Significant relationships were found between linguistic background, curriculum alignment, and TOEIC performance, with curriculum alignment emerging as the strongest predictor of students’ English proficiency outcomes. The findings suggest that communicative instructional practices, authentic language exposure, and curriculum responsiveness significantly contribute to TOEIC readiness among multilingual learners. The study contributes to educational linguistics and language assessment research by highlighting the sociolinguistic and curricular factors influencing English proficiency development in Philippine higher education. The results may support curriculum enhancement initiatives and communicative language instruction within multilingual universities. Keywords: curriculum alignment; English proficiency; linguistic background; multilingual learners; TOEIC performance Journal: The International Review of Multidisciplinary Research Pages: 193-202 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.536 File-URL: https://vertexcorp.org/index.php/irmr/article/view/536 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/536/390 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:536 Template-Type: ReDIF-Article 1.0 Author-Name: Allen Tapar Author-Workplace-Name: Department of Education Title: Competencies and Challenges in Technical Drawing I Among Grade 7 Students: Basis for an Intervention Program Publication-Status: Published Abstract: This study determined the level of competencies and the challenges encountered by Grade 7 students in Technical Drawing I at Juan F. Triviño Memorial High School during the School Year 2025–2026. Specifically, it assessed learners’ competencies in fundamental concepts in technical drawing, sketching and freehand drawing skills, lettering and line techniques, use of drawing instruments and tools, and interpretation of drawings and symbols. It also examined the challenges encountered by learners in terms of availability of learning resources and drawing materials, instructional delivery and teacher support, learners’ spatial and mathematical skills, classroom environment and learning conditions, and practice time and hands-on activities. The study utilized a descriptive–quantitative research design. The respondents consisted of 35 Grade 7 students enrolled in Technical Drawing I. Data were gathered through performance-based assessments using structured rubrics and a researcher made questionnaire checklist. Weighted mean and ranking were employed as statistical tools in analyzing the collected data. Findings revealed that the overall level of competencies of the students was interpreted as Less Competent, with a weighted mean of 3.13. Learners showed relative strength in Lettering and Line Techniques, interpreted as Fairly Competent, while weaknesses were observed in Fundamental Concepts in Technical Drawing, Sketching and Freehand Drawing Skills, and Interpretation of Drawings and Symbols. The overall challenges encountered by the students were interpreted as Serious, with a weighted mean of 3.26. The most serious challenges involved classroom environment and learning conditions, practice time and hands-on activities, and availability of learning resources and drawing materials. Based on the findings, the DRAW-TECH Enhance Program was developed to improve learners’ competencies and address identified challenges through structured skill development activities, spatial visualization exercises, instrument mastery training, and extended hands-on practice. The study concluded that learners require continuous guidance, sufficient resources, and structured interventions to strengthen their competencies in Technical Drawing I. Keywords: competencies; challenges in technical drawing; intervention; program Journal: The International Review of Multidisciplinary Research Pages: 389-393 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.668 File-URL: https://vertexcorp.org/index.php/irmr/article/view/668 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/668/391 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:668 Template-Type: ReDIF-Article 1.0 Author-Name: Marlo De Onor Author-Workplace-Name: Filamer Christian University Inc. Title: Self-Esteem and Performance Anxiety of Student Athletes Publication-Status: Published Abstract: This study aimed to determine the relationship between self-esteem and performance anxiety among student-athletes of Florentina B. Degala National High School in the District of Maayon during the School Year 2025–2026. Specifically, it sought to assess the levels of self-esteem and performance anxiety among student-athletes and determine whether a significant relationship exists between these variables. The study employed a quantitative research approach using a survey-correlational design. The participants consisted of seventy-three (73) student-athletes selected from a total population of ninety (90) through stratified random sampling. A researcher-adapted survey questionnaire consisting of sixty (60) items was utilized as the primary data-gathering instrument. Prior to its administration, the instrument underwent pilot testing among thirty (30) student-athletes from Yating National High School in the District of Pilar, Capiz, who were not included in the actual study participants. Descriptive statistical tools such as frequency counts, means, and standard deviations were used to analyze the demographic profile of the respondents and determine their levels of self-esteem and performance anxiety. Inferential statistical tools, including Analysis of Variance (ANOVA) and Pearson Product-Moment Correlation Coefficient (Pearson’s r), were employed to identify significant differences and determine the relationship between the variables. All inferential analyses were tested at the 0.05 level of significance. The findings revealed that the student-athletes generally exhibited a high level of self-esteem and a high level of performance anxiety. Furthermore, the results indicated a significant relationship between self-esteem and performance anxiety, suggesting that variations in self-esteem are associated with corresponding changes in the performance anxiety experienced by student-athletes. Keywords: self-esteem; performance anxiety; student athletes; sports; cognitive; semantic Journal: The International Review of Multidisciplinary Research Pages: 394-405 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.621 File-URL: https://vertexcorp.org/index.php/irmr/article/view/621 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/621/393 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:621 Template-Type: ReDIF-Article 1.0 Author-Name: Bryan James Domingo Author-Workplace-Name: Bintawan National High School, Ifugao State University Author-Name: Michele Dulay Author-Workplace-Name: Ifugao State University Title: Status of Inclusive Learning Environment in a Public Secondary School with Multi-Ethnic Culture Learners: Basis for Advanced Strategic Management of Indigenous Knowledge Systems and Practices Publication-Status: Published Abstract: This study assessed the cultural inclusivity of the learning environment at Bintawan National High School using a descriptive-correlational research design. It determined how the school supported Indigenous learners within a culturally diverse educational setting and explored how systemic factors such as cultural sensitivity, communication, and resource allocation relate to the school’s learning environment and served as the basis for developing an Advanced Strategic Management of Indigenous Knowledge Systems and Practices (IKSP). The respondents included 9 administrators (total enumeration), 70 teachers (from 85 using Slovin's formula), and 331 learners (from 1,906 learners, using Slovin's formula). The school administrators include one principal, two head teachers, and 6 master teachers since they are part of the school’s Executive Committee. The 331 learners were randomly selected from grades 8 to 12 to ensure representation from all grade levels. Based on survey data, findings show that the school demonstrates a highly evident culturally inclusive learning environment characterized by safety, respect, cultural representation, and institutional commitment. Although challenges related to cultural sensitivity, communication, and resource allocation were identified, these were generally moderate and manageable. The study also found that culturally responsive practices, such as Indigenous cultural celebrations, localized instruction, community collaboration, and mother tongue support, positively contributed to the perceived inclusiveness of the school environment. Based on the findings, an Advanced Strategic Management of Indigenous Knowledge Systems and Practices was proposed to strengthen Indigenous education, preserve cultural heritage, promote educational equity, and sustain culturally responsive practices within the school. The study highlights the importance of strategic leadership, community engagement, and continuous improvement in fostering an inclusive and culturally affirming educational environment for Indigenous learners. Keywords: indigenous education; inclusive learning environment; cultural sensitivity; resource allocation; contextualization Journal: The International Review of Multidisciplinary Research Pages: 406-423 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.629 File-URL: https://vertexcorp.org/index.php/irmr/article/view/629 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/629/394 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:629 Template-Type: ReDIF-Article 1.0 Author-Name: Hanna Mae Hurano Author-Workplace-Name: Bukidnon State University Author-Name: Jestony Pabroa Author-Workplace-Name: Bukidnon State University Author-Name: Jim Paul Laspobres Author-Workplace-Name: Bukidnon State University Author-Name: Fiona Kaye Dublin Author-Workplace-Name: Bukidnon State University Title: Socioeconomic Determinants of Illegal Drug Use in Northern Mindanao, Philippines: Evidence from Dynamic Negative Binomial Regression Publication-Status: Published Abstract: Illegal drug use remains a significant public health, social, and development concern in the Philippines, with implications for labor productivity, community well-being, and socioeconomic development. This study examined the socioeconomic determinants of illegal drug use in Northern Mindanao (Region X) using annual time-series data from 2006 to 2024. Specifically, it analyzed trends in employment rate, unemployment rate, underemployment rate, income level, poverty rate, literacy rate, and reported illegal drug users, and estimated their statistical association with illegal drug use incidence. A quantitative descriptive-correlational design was employed using secondary data obtained from the Philippine Statistics Authority, Dangerous Drugs Board, Department of Health, and Philippine National Police. Trend analysis, Augmented Dickey-Fuller unit root tests, multicollinearity diagnostics, ARDL bounds testing, Poisson regression, Negative Binomial regression, and Dynamic Negative Binomial regression were conducted. Model selection was based on goodness-of-fit measures, overdispersion diagnostics, and count-data model assumptions. Results revealed a statistically significant upward trend in reported illegal drug users despite improvements in several socioeconomic indicators. Income levels increased while poverty and underemployment rates generally declined. Diagnostic tests confirmed overdispersion and temporal persistence in illegal drug use, supporting the Dynamic Negative Binomial model as the preferred specification. Findings showed that the lagged number of illegal drug users positively influenced current drug-use incidence, while employment rate significantly reduced the expected number of illegal drug users. Poverty rate exhibited a weak negative association, whereas unemployment rate, underemployment rate, income level, and literacy rate were not statistically significant determinants. The study concludes that illegal drug use in Northern Mindanao is influenced by both labor market conditions and temporal persistence. Policies expanding stable employment opportunities, alongside prevention, treatment, rehabilitation, and community-based recovery programs, support sustainable reductions in illegal drug use. Keywords: illegal drug use; socioeconomic factors; employment; dynamic negative binomial regression; Northern Mindanao; Region X Journal: The International Review of Multidisciplinary Research Pages: 424-442 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.669 File-URL: https://vertexcorp.org/index.php/irmr/article/view/669 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/669/395 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:669 Template-Type: ReDIF-Article 1.0 Author-Name: Felipe Jamero Author-Workplace-Name: Polytechnic University of the Philippines - Graduate Studies Title: Zoning Ordinance of the Selected Local Government Units in the Province of Laguna: Towards Enhanced Implementation Publication-Status: Published Abstract: The zoning ordinance provides for a clear, cogent, and organized physical, social, and economic demarcation of allowed activities within reasonable regulations. The expansion and unwarranted incursion, along with mixed land use, competition for space, and the construction of various infrastructure, eventually lead to disorder and competing land interests. The study shows that Local government units exercise flexibility in implementing and monitoring their respective zoning ordinances in line with their comprehensive land-use plans. Uneven adaptation is observed among local government units, strongly influenced by experience, technical expertise, and institutional capacity.; Climate change adaptation and disaster risk reduction are embedded in the zoning ordinance and framework through mechanisms such as hazard mapping, base and flood overlay zones, buffer requirements, and other land-use controls and physical identifiers; Market forces and political interests heavily influence land-use decisions, override zoning regulations, and expedite land-use conversion and allocation.  Informal settlement programs vary across the subject local government units, intensifying pressures and limiting the effectiveness of the formal zoning mechanism in the sector.  Socialized housing provision remains underdeveloped and is challenged by land availability, relocation areas, structures, and distribution mechanisms. Market actors, local leaders, and other interest groups influence land-use planning, decisions, and implementation.  Limited staffing, inadequate funding, and inconsistent monitoring weaken enforcement capacity, and interagency coordination, though formal, remains advisory than proactive in safeguarding the comprehensive land use plan. A technical and operational coordination mechanism, establishing transparency, and a rule-based enforcement system can reduce discretionary decision-making and political interference.  Strengthens institutional accountability and monitoring, enhancing governance outcomes. The selected local government units institutionalize knowledge management systems, standardize operational procedures, and enhance capacity-building programs on forming consistency. Keywords: critical discourse analysis; eco-media; ecolinguistics; multimodality; student reception; sustainability education Journal: The International Review of Multidisciplinary Research Pages: 443-449 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.572 File-URL: https://vertexcorp.org/index.php/irmr/article/view/572 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/572/396 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:572 Template-Type: ReDIF-Article 1.0 Author-Name: Joanna Pao Author-Workplace-Name: Foundation University Author-Name: Krishia Bandian Author-Workplace-Name: Foundation University Author-Name: Marie Bandoles Author-Workplace-Name: Foundation University Author-Name: Gertrude Lachica Author-Workplace-Name: Foundation University Author-Name: RJ Kyle Lapitan Author-Workplace-Name: Foundation University Author-Name: Reika Montuerto Author-Workplace-Name: Foundation University Author-Name: Nizpha Mae Sardane Author-Workplace-Name: Foundation University Author-Name: Ahira Valencia Author-Workplace-Name: Foundation University Author-Name: Kenneth Joe Corales Author-Workplace-Name: Foundation University Title: Emotional Intelligence and Health-Related Quality of Life among First-year Nursing Students Publication-Status: Published Abstract: Abstract. This study aimed to examine the relationship between Emotional Intelligence (EI) and Health-Related Quality of Life (HRQoL) among first-year student nurses at Foundation University. Recognizing the critical role of emotional competencies in academic success and overall well-being, the study explored how EI dimensions—self-awareness, self-regulation, motivation, empathy, and social skills—correlate with HRQoL domains, including physical, social, mental, and general health. Utilizing a descriptive-correlational design, 212 first-year nursing students were selected through stratified random sampling. Data were gathered using self-made validated questionnaires for EI and HRQoL. Descriptive statistics, weighted mean, and Spearman’s rank-order correlation coefficient were employed to analyze the data. Findings revealed that respondents generally exhibited a “high” level of EI across all dimensions, with self-awareness and empathy showing particularly strong scores. HRQoL results indicated that students “frequently” engaged in activities supporting physical and general health, while social and mental health were maintained “most of the time.” Statistical analysis demonstrated that all EI dimensions were significantly positively correlated with HRQoL domains, indicating that higher emotional intelligence is associated with better health-related outcomes. No significant relationships were observed between students’ age and sex and most EI and HRQoL measures, except for a notable association between sex and general health. These results highlight the importance of fostering EI among student nurses to enhance their overall well-being, resilience, and academic performance. The study recommends integrating emotional intelligence development programs within nursing education to support students’ physical, social, mental, and general health, thereby contributing to improved quality of life and professional readiness. Keywords: emotional intelligence; health-related quality of life; first-year student nurses; self-awareness; self-regulation; empathy; social skills Journal: The International Review of Multidisciplinary Research Pages: 450-463 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.624 File-URL: https://vertexcorp.org/index.php/irmr/article/view/624 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/624/397 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:624 Template-Type: ReDIF-Article 1.0 Author-Name: Lawrence Balagot Author-Workplace-Name: Nueva Vizcaya State University Author-Name: Maria Katrina Bautista Author-Workplace-Name: Nueva Vizcaya State University Author-Name: Elmina Angela Ferrer Author-Workplace-Name: Nueva Vizcaya State University Author-Name: Marian Janella Paris Author-Workplace-Name: Nueva Vizcaya State University Author-Name: Nathaniel Aliguyon Author-Workplace-Name: Nueva Vizcaya State University Author-Name: Angela Katrine Tucay Author-Workplace-Name: Nueva Vizcaya State University Title: Tuwali Indigenous Financial Concepts and Their Educational Implications for Financial Management Instruction Publication-Status: Published Abstract: In Philippine multilingual classrooms heavily penetrated by Western influences and perspectives, vocabularies used for teaching are often not translated into the local language or construed locally, which creates an added burden on the part of learners to make sense of either abstract or foreign concepts. However, instructional clarity and accessibility, regardless of linguistic and cultural backgrounds, are non-negotiable elements for learners. This interdisciplinary qualitative research explored the gradual incorporation of selected Tuwali indigenous financial words and concepts in the financial curriculum to close the gap between the students’ formal and practical financial education. This study was executed with 15 purposely selected Tuwali people, the majority of whom were women and older people from the Lagawe public market in Ifugao, who consented to be interviewed about their financial knowledge and practices. A thematic analysis of qualitative data showed that Tuwali terminologies for lending, bargaining, and measurement have emerged. Responses also further revealed that participants consistently emphasized community-based practices, which are evidently premised on mutual trust and the social obligation that society owes to the community. As a form of cultural negotiations, the Tuwali use a combination of both traditional and modern measurements, which sustain accuracy and fairness in their trades. With dual reliance in handling their finances, they express a balanced treatment of their culture and the inevitable changes around them. These critical aspects open a window of instructional opportunities and priorities where Tuwali traditional financial terms and concepts could be integrated into the business curriculum to make learning more contextually responsive and culturally relevant while introducing initial inputs that may contribute to decolonizing and indigenizing efforts articulated in national language and business-related policies. Keywords: contextualization; decolonization; financial curriculum; indigenization; multilingual classroom Journal: The International Review of Multidisciplinary Research Pages: 464-476 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.634 File-URL: https://vertexcorp.org/index.php/irmr/article/view/634 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/634/398 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:634 Template-Type: ReDIF-Article 1.0 Author-Name: Gilbert Bersola Author-Workplace-Name: La Patria College Author-Name: John Renz Marzan Author-Workplace-Name: La Patria College Author-Name: Lyka Soto Author-Workplace-Name: La Patria College Author-Name: Mariz Ruma Author-Workplace-Name: La Patria College Author-Name: Heicelyn Reyes Author-Workplace-Name: La Patria College Author-Name: Jaser Barcelona Author-Workplace-Name: La Patria College Author-Name: Ferry Jane Agustin Author-Workplace-Name: La Patria College Author-Name: Renald Mabini Author-Workplace-Name: La Patria College Author-Name: Jetlee A. Magno Author-Workplace-Name: La Patria College Author-Name: Ariane Joy Navalta Author-Workplace-Name: La Patria College Title: Assessing Patrians’ Attitudes toward Using ChatGPT AI for Academic Integrity Publication-Status: Published Abstract: This study examined the attitudes of Patrian students toward the use of ChatGPT Artificial Intelligence (AI) in relation to academic integrity. Specifically, it investigated students’ perceptions of the ethical risks and benefits of ChatGPT, their views regarding its functionality, accessibility, and ethical implications, and the differences in perceptions when grouped according to sex and year level. A mixed-methods explanatory sequential research design was employed, integrating quantitative and qualitative approaches to provide a comprehensive understanding of students’ attitudes toward ChatGPT in academic settings. Data were collected from 150 first-year and second-year students through an adapted questionnaire and an open-ended question regarding their reasons for using ChatGPT. Quantitative data were analyzed using frequency counts, percentages, weighted means, and analysis of variance, while qualitative responses were examined through thematic analysis. The findings revealed that respondents generally agreed that ChatGPT poses ethical risks related to plagiarism, particularly when used without proper citation and when relied upon excessively. However, students also recognized its benefits in supporting critical thinking, generating ideas, enhancing academic performance, and promoting independent learning. Respondents perceived ChatGPT as functional, accessible, and useful in simplifying complex concepts, providing immediate academic assistance, and supporting learning beyond the classroom. They also demonstrated awareness of ethical responsibilities, including proper attribution, information verification, and compliance with academic integrity policies. Statistical analysis showed no significant differences in perceptions when respondents were grouped according to sex and year level. Thematic analysis identified four primary reasons for using ChatGPT: learning support, assistance in academic tasks, improvement of writing and language skills, and accessibility of information. The study concludes that ChatGPT can serve as a valuable educational support tool when used responsibly and in accordance with academic integrity principles. Keywords: ChatGPT; artificial intelligence; academic integrity; students' attitudes; ethical risks; ethical benefits; higher education; generative AI Journal: The International Review of Multidisciplinary Research Pages: 477-489 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.646 File-URL: https://vertexcorp.org/index.php/irmr/article/view/646 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/646/399 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:646 Template-Type: ReDIF-Article 1.0 Author-Name: Ronalyn Dela Cruz Author-Workplace-Name: Ifugao State University Author-Name: Aiken Dale Magaya Author-Workplace-Name: Ifugao State University Author-Name: Sheila Mae Corpuz Author-Workplace-Name: Ifugao State University Title: Instructional and Behavioral Challenges of Teachers in Implementing Inclusive Education: Basis for a Competency-Based L&D Program Publication-Status: Published Abstract: Secondary teachers in implementing inclusive education in Roxas–West District, SDO Isabela, and developed a competency-based interpretation of these challenges through an explanatory sequential mixed-methods design. Quantitative data were gathered from 103 teachers using a validated researcher-made questionnaire, while qualitative data were obtained from semi-structured interviews to further explain and contextualize the statistical results. Descriptive and inferential statistics, including Mann-Whitney U and Kruskal-Wallis tests, were used for quantitative analysis, while thematic analysis was applied to qualitative responses. Findings revealed that teachers experience a very high level of instructional challenges, particularly in lesson development, instructional delivery, and assessment. Teachers reported difficulty in differentiating instruction, modifying materials and developing inclusive assessments. Also, behavioral challenges were rated very high, especially in the area of handling learners with ADHD, emotional sensitivity and disruptive behaviors, which has a huge impact on the classroom dynamics. The results of the inferential analysis revealed no significant differences in the instructional and behavioral challenges based on age, sex, school affiliation, year level taught, and SPED training. The challenges faced are systemic rather than individual. Teachers described a gap between what they learned in theory and what they experienced in the classroom, particularly in relation to assessment and behavioral management. Despite these challenges, teachers also displayed commitment and resilience in responding to diverse learners in inclusive settings. The study concludes that there are interrelated instructional, behavioral and structural constraints that impede the implementation of inclusive education. The synthesis of findings underscores the need to enhance professional development and institutional support systems. Based on these results, it is recommended to develop a competency-based learning and development program to improve teachers’ skills in instructional adaptation, assessment strategies, and behavioral management to advance inclusive education practices. Keywords: instructional challenges; behavioral challenges; competency-based l & d program; inclusive education Journal: The International Review of Multidisciplinary Research Pages: 490-506 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.426 File-URL: https://vertexcorp.org/index.php/irmr/article/view/426 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/426/400 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:426 Template-Type: ReDIF-Article 1.0 Author-Name: Jayson Capistrano Author-Workplace-Name: Our Lady of Fatima University-Laguna Title: Comparative Analysis of Readiness Factors and Institutional Support Mechanisms as Predictors of CPALE Performance Outcomes and Academic Business Model Sustainability Among Selected Accountancy Schools in NCR and Laguna Province Publication-Status: Published Abstract: The study examined the licensure examination readiness of Bachelor of Science in Accountancy (BSA) students and its relationship with CPA Licensure Examination (CPALE) performance outcomes and the sustainability of accountancy programs among nine selected accountancy schools in National Capital Region (NCR) and Laguna province. Grounded in Constructivism Theory and Outcome-Based Education (OBE) , the study analyzed readiness factors and institutional support mechanisms to develop a strategic framework of best practices for enhancing CPALE performance and BSA program sustainability. An explanatory sequential mixed-methods design was employed. Quantitative data were collected from 300 third- and fourth-year BSA students and analyzed using descriptive statistics, Pearson correlation, ANOVA, and multiple regression. Qualitative data were gathered through interviews with deans, faculty members, CPALE topnotchers, passers, and a failed examinee and analyzed using thematic analysis. Findings revealed that students demonstrate adequate financial capability and access to learning resources but only moderate academic readiness, particularly in confidence and performance in CPALE-style examinations. Institutional support mechanisms were generally adequate, with faculty competence identified as a major strength; however gaps were noted in faculty availability, curriculum alignment, and systematic review implementation. Statistical analysis showed a significant positive relationship between institutional support and student readiness and significant difference in readiness levels among schools with varying CPALE performance. Qualitative findings emphasized the importance of early preparation, disciplined study habits, exposure to board-level examinations, and structured institutional interventions. The integrated results indicate that academic competence and effective institutional support are key drivers of CPALE success. Based on these findings, a strategic framework of best practices was developed to guide higher education institutions (HEI) in strengthening CPALE readiness and sustaining the long-term viability of accountancy programs. Keywords: readiness; CPALE readiness; institutional support mechanisms; accountancy education; academic sustainability; mixed methods Journal: The International Review of Multidisciplinary Research Pages: 507-512 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.644 File-URL: https://vertexcorp.org/index.php/irmr/article/view/644 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/644/401 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:644 Template-Type: ReDIF-Article 1.0 Author-Name: Juharto Usop Author-Workplace-Name: Development Academy of the Bangsamoro (DAB-BARMM) Title: A Critical Discourse Analysis of Selected Speeches of Educational Leaders in the Bangsamoro Education Sector Publication-Status: Published Abstract: This qualitative study critically analyzed selected speeches and official messages of educational leaders in the Bangsamoro education sector. It focused on an under-researched leadership discourse as a process that creates meanings of reform, identity, inclusion, moral governance and formation of learners in post-conflict autonomous education. The corpus comprised five publicly available texts from 2019-2024, which included complete speeches or messages and source-based reports that included official texts. The study was guided by Fairclough’s three-dimensional model of Critical Discourse Analysis to examine the textual features, discursive practices, and social practices of the corpus. Results revealed that educational leadership discourse in the Bangsamoro consistently presents education as a means of peacebuilding, self-determination, moral governance, inclusive access, and collective development. Learners are represented not merely as recipients of education but as future leaders, professionals, and contributors to regional transformation. Teachers, parents, public servants, and development partners are represented as shared actors in institutional reform. It was also found that religious language, reform language, collective language and future language were strategically used to justify educational action. The study finds that public education speeches in BARMM are not merely ceremonial messages; rather, they function as policy narratives that shape public perception of Bangsamoro education. The findings have implications for research, leadership and practice in the field of English language teaching, discourse studies, and education in multilingual and culturally grounded contexts. Specifically, it highlights how public educational language connects institutional reform with local histories, spiritual values, stakeholder participation, and the continuing aspiration for inclusive and transformative Bangsamoro education. Keywords: educational leadership discourse; Bangsamoro education; moral governance; language and power; post-conflict education; qualitative inquiry; policy narrative Journal: The International Review of Multidisciplinary Research Pages: 513-525 Volume: 1 Issue: 8 Year: 2026 Month: June DOI: 10.67167/vertex.578 File-URL: https://vertexcorp.org/index.php/irmr/article/view/578 File-Function: Abstract page File-Format: text/html File-URL: https://vertexcorp.org/index.php/irmr/article/download/578/402 File-Function: Full text File-Format: application/pdf Handle: RePEc:vtx:vertex:v:1:y:2026:i:8:id:578